Sustainability in Higher Education

This special issue entitled 'Environmental Education and Education for Sustainable Development' was organised and edited by Dr Edgar Javier González-Gaudiano who, as his brief biography indicates, works as an advisor for the Secretariat of Public Education, in ...

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

Purpose This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade. Design/methodology/approach A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria. Findings While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the ...

This essay explores the ubiquity of the sustainability agenda in
higher education in the United Kingdom (with some parallel examples from the United States) with a view to pointing out its corrosive influence on educational ambition. In so doing, I suggest that the prevalence of sustainability within education has only been possible because academia has lowered its own critical faculties and allowed academic institutions to be colonized by social policy objectives to the detriment of knowledge for its own sake. Fundamentally, I want to explore the effects of today’s doctrinaire approach to education, which, as far
as I am concerned, has resulted in the degradation of students’ expectations, the abrogation of responsibility by those in erstwhile academic authority, and the failure—or refusal—of the academy to defend education in its own terms.

Universities play a central role in addressing key challenges of social, economic and environmental sustainability. For this role to be delivered effectively it is critical to identify not only what strategies are most productive but also how to ensure they are successfully led and implemented. This project seeks to apply the proven change leadership framework developed in the ALTC's 'Learning Leaders in Times of Change' project to the distinctive area of effective turnaround leadership for sustainability in higher education. The project is being undertaken in a collaboration between the University of Western Sydney, the Australian National University, the Sustainable Futures Academy and the University of Gloucestershire. It will produce a validated change leadership framework for building Education for Sustainability (EfS) successfully into the core activities of our universities, as well as a package of leadership development resources for use in individual recruitment, promotion, development and performance management activities. It will also document a range of successful practice models.

Given the great variety of undergraduate sustainability degree programs, how do these courses of study compare to one another?

As the educational landscape of sustainability continues to emerge and transform, this research study offers a significantly refined and expanded comparative analysis of 38 undergraduate degree programs in Sustainability. Feedback received from our 2014 presentation entitled “Studying Sustainability Studies: A Comparative Analysis of 42 U.S. Degree Programs” (Lee & Gerhart, 2014), led to a complete revision of our pool of programs by focusing explicitly on “sustainability” and “sustainability studies” programs. This study provides a great deal of useful information regarding the characteristics and content of these programs.
A word frequency analysis of the program descriptions provides an overview of the relative importance of the 1,027 unique words used to describe these sustainability programs. This analysis provides evidence that there is an imbalance in programmatic focus across the programs and highlights several other key insights.
A curricula analysis breaks down the coursework for each program into several categories based primarily on the theoretical framework of the 3Es (Environment, Economy, and Equity). Courses were either placed into one of these three categories or classified as Integrated, Other, or Elective. Integrated courses explicitly address the 3Es as a whole. Classes labeled as Other fall outside of the 3Es framework and are generally skills-related. Elective courses are required by the degree plan but are open to the student’s own interests. These number of electives provides a useful gauge to the degree of flexibility within each program. The large background graphic illustrates the rich landscape of these programs by rendering the data in the “Curricula Analysis (Alphabetical)” table in three dimensions.
This analysis is useful for academic program directors, students, and others interested in understanding the current landscape of sustainability and sustainability studies undergraduate degree programs. The research documents the rich variety of offerings and highlights the tendency for programs to specialize according to the expertise of their current faculty or administrative structure.  Some schools provide more of a focus on economics, others focus on the environment or social equity, while others attempt to provide a fully integrated course of study. This analysis may help align student interest with appropriate programs, as well as help programs to differentiate themselves from peer programs in the field.

It can be debated as to whether higher education as a culture and industry has become “locked-in” to its systems and processes; but what is less likely to be argued is that the underlying educational mission of higher education is to lead and advance through research and education the future of our society. We have begun to critically ask what academic institutions should be doing to address these current social challenges and who should be held accountable for not only asking these questions, but also making these impactful decisions. Understanding how academic leadership adapts and innovates in a changing societal environment and with fluctuating industry needs is important in order for both graduates and graduate programs to stay relevant and competitive. Nevertheless, as we modify our systems and processes, we need to continue to evaluate our leadership and their successes and failures, so as to learn from them moving forward. We also need to recognize how graduate education is evolving through these large and small scale changes, and what does this mean to our purpose as leaders, faculty, and staff. Identifying value and purpose should be at the core of our educational mission and influential in our curriculum development. Regardless of the role or title, an overall review of the organizational structure may led to a better understanding as to how academic roles, and in particular leadership positions, are assessed and justified both within academic culture and outside of the industry.
There are still a number of questions that have to be asked related to this topic, some that this paper has alluded to and others that this paper has not address but should be explore in future research. Some of those questions including: How do we currently measure graduate school success? Can graduate programs develop a system of longitudinal learning for their graduates and alumni? How can we add value for graduates, to be maintained through an alumni community network? How can academic administration better create this value and establish these partnerships with the professional world? What is the direction and future goal/purpose of graduate education and who is its audience?
While all of these questions have their place and deserve their time to be discussed, we circle back to the main focus of this paper, that being the position and responsibilities of leadership in graduate education and how these roles are appointed. Regardless of the responsibilities, while these individuals might have the academic, scholarly and research background, many academic leaders come in lacking the appropriate knowledge, skills, and competencies to manage and lead and administer larger program visions and responsibilities. How they gain this aptitude seems to vary, leader-by-leader and experience-by-experience. Yet, it begs the question, why can a model not be designed to standardize this process in order to ensure that we are not only identifying leaders with strong academic credentials but also individuals that have vision, passion, progressiveness, and can relate this to the institutional identity and overall mission.
I recognize that this is not a question that I can answer, but the goal here is more to explore and shed light on the question moving forward. Ultimately, this is a long process that is not, and cannot, be answered quickly. Simply substituting these leadership roles will not solve the larger challenges that graduate education faces, though it could be a starting point. There is a cultural change that needs to take place in order for longitudinal and sustainable goals, innovation, and development to occur within graduate education. What is promising however, is the growing recognition that the landscape of graduate education and education in general is shifting. There are new challenges on the horizon, some present and some predicted. Given the research and the qualitative responses from many of those in positions of power and leadership, the seeds of change lie in academic leadership. We need these inspiring, innovative, and open-minded, interdisciplinary leaders to make decisions and guide graduate education forward in the 21st century.

Purpose The purpose of this paper is to discuss a novel life cycle approach to education for sustainable development (ESD) where the students become “design thinkers”. Design/methodology/approach A case study on the creation, development and utilisation of educational games by university students is presented. The paper discusses the case study in the context of Kolb’s experiential learning and dynamic matching model, Perry’s stages of intellectual development and Beech and Macintosh’s processual learning model. The data used were from questionnaire feedback from the pupils who played the games and students who designed the games. Further qualitative feedback was collected from local schools involved in playing the games created by the students. Findings Overall, the students responded positively to the assessment and would like to see more of this type of assessment. They enjoyed the creativity involved and the process of developing the games. For the majority of the skill sets mea...

These poems, composed in Somali and in English, provide a poetic reflection of the recently emerged debate on the theme of Caddaan Studies which means "White Studies". The criticism and counter-criticism contained in the debate dug so deep into life nerve of Somali Studies that over a thousand people participated. The poems, under the title "Inaugurating Caddaan Studies" were composed with a critical observation of the debate.

This publication embraces the holistic approach to sustainability in HEI and explores cases of HEI around the world that put it into practice. Universities  from  Canada,  Chile,  China,  Colombia,  Germany,  Israel,  Mexico,  Peru,  and  Russia  are  sharing  their  experiences  and projects to promote the topic of sustainability in governance, teaching, research, and campus management. The report follows three  objectives:  First,  it  presents  key  issues,  recommendations,  and  lessons  learned  from  these  initiatives,  thereby  outlining  innovative  and  diverse  approaches  that  contribute  to  fostering  sustainability  at  HEI.  Second,  by  integrating  cases  from  all  over  the globe, the report  provides examples that could be adopted by interested HEI anywhere, in particular those HEI forced to operate under conditions of resource scarcity and in contexts where sustainability is not yet a major part  of  academic  activities.  Some  measurements  described  in  this  document  require  few  inputs  and  may  encourage  important  processes  that  could  even  achieve  outreach  beyond  campuses, to the communities hosting the HEI or the general public.

Environmental activists and academics alike are realizing that a sustainable society must be a just one. Environmental degradation is almost always linked to questions of human equality and quality of life. Throughout the world, those segments of the population that have the least political power and are the most marginalized are selectively victimized by environmental crises. Just Sustainabilities argues that social and environmental justice within and between nations should be an integral part of the policies and agreements that ...

Engineers play a vital role in enabling the sustainable development of their societies. Thus, it is necessary to teach sustainability in universities, especially for engineering students, for a more sustainable future. The present work aims to measure and enhance engineering students' awareness of sustainability by monitoring and evaluating learning and student outcomes during the last stages of an engineering curriculum and its culminating major design experience. A questionnaire to assess students' awareness of sustainability and its tools is implemented. From this empirical study, obstacles to the awareness of sustainability through engineering education are discussed. The analysis of the results of the questionnaire implies the modification of the structure of senior projects and other capstone design courses in order to include a proposed teaching and assessment framework. This framework emphasizes students' ability to understand and use effective sustainability tools, within the environment of their major design experience. The framework is composed of two paths. The first path concerns course design through which sustainability concepts and methods are included in several course elements. The second path addresses the assessment of the attainment of sustainability objectives by the students.

Strategies on how to improve energy efficiency at universities as part of the global energy transition are barely understood. This study aims to contribute to this body of knowledge, by investigating the energy efficiency transition at Maastricht University. Using the Multi-Level Perspective of transition studies, this research investigates the landscape trends in relation to energy efficiency at Dutch universities, the energy efficiency regime of Maastricht University and the impact of the student-driven and staff-supported Green Office, conceptualized as organizational niche, on this regime. The results suggest that before the Green Office was established, Maastricht University was trapped in a lock-in. Any external push to advance energy efficiency was missing and the institution's organizational capacity to work on this issue was very limited, thus allowing only for incremental, technology-driven improvements of energy efficiency in buildings. After successful lobbying of students, the university introduced the Green Office as a student-led and staff-supported sustainability unit. The results suggest that the Green Office—at least temporarily—enabled the university to break through this lock-in by expanding its organizational capacity to work towards energy efficiency through the mobilization of students. As a result, the Green Office implemented several additional projects on energy efficiency in IT, buildings and strategy development that all effected dimensions of the regime

1 Chapter 1 The global challenge of sustainability John Fien and Daniella Tilbury Our vision is a world in which there are many opportunities to learn about sustainable development. A world where a skilled population makes informed decisions in their home, community and ...

embedded case study methods integrating quantitative and qualitative knowledge 5F70177C05176D8E077103216C1E501D Embedded Case Study Methods Integrating Embedded case study methods: Integrating quantitative and qualitative knowledge focuses on different aspects of the case study research approach, and argues that systematic embedded case studies can be used as a research methodology in its own right. Embedded Case Study Methods | SAGE Publications Inc Embedded Case Study Methods: Integrating Quantitative and Qualitative Knowledge 1st Edition. by Roland W. Scholz (Author) › Visit Amazon's Roland W. Scholz Page. Find all the books, read about the author, and more. See search results for this author. Are you an author? ... Amazon.com: Embedded Case Study Methods: Integrating ... Such case studies are powerful devices to teach and train people in transdisciplinary research, often following the approach of an embedded case study introduced by Scholz and Tietje (2002) 5 ... Embedded Case Study Methods: Integrating Quantitative And ... Bridging the gap between quantitative and qualitative approaches, this book presents methods for interrelating and integrating the variables, findings, and evaluations from the facets of the case (i.e., different perspectives of inquiry such as participant observation, open-ended interviews, etc.) or subunits of case inquiry. Embedded Case Study Methods: Integrating Quantitative and ... Embedded case study methods : integrating quantitative and qualitative knowledge. [Roland W Scholz; Olaf Tietje]-In an embedded case study, the starting and end point is the comprehension of the case as a whole in its real-world context. Embedded case study methods : integrating quantitative and ... Embedded case study methods: Integrating quantitative and qualitative knowledge focuses on different aspects of the case study research approach, and argues that systematic embedded case studies can be used as a research methodology in its own right.

Hochschulen und Forschungseinrichtungen betreiben Spitzenforschung auf den unterschiedlichsten Gebieten und sind daher zunehmend mit der Frage konfrontiert, was sie selbst zu einer nachhaltigen Entwicklung beitragen und wie sie eine nachhaltige Zukunft aktiv mitgestalten können. Die Gründe für die Entwicklung einer Nachhaltigkeitsstrategie und die Implementierung von Ansätzen zur Ausrichtung hin zu Klimaneutralität sind dabei unterschiedlich und stellen sich für jede Einrichtung anders dar. Es bedarf des Zusammenspiels der verschiedenen Handlungsfelder – Lehre, Forschung, Betrieb, Governance und Transfer. Ein wichtiger Schritt, um Hochschulen und Forschungseinrichtungen auf dem Weg zur Nachhaltigkeit zu unterstützen, ist daher die gemeinsame Erarbeitung geeigneter Lösungsansätze. Diese Publikation fasst die Erkenntnisse aus einer Literaturrecherche zusammen und geht auf konkrete Fallbeispiele ein.

This opening commentary presents the framework, rationale and discussion at the 2014 annual ECCSSA conference on new frontiers and models—providing continuity in dialogue from prior conferences and building on the prior year’s conference theme on ushering in the renaissance. Discussion focuses on a broad set of issues confronting the American society and the world. Further, the commentary delineates the issues, innovations and bold new ideas on the horizon from research, current and proposed models. These ideas come from across disciplines and reflect on the role of all disciplines, education and the social and behavioral sciences in higher education.

Keywords: Models, Redesign, Social Sciences, Behavioral Sciences, Futuristic Thinking, Interdisciplinary, Higher Education, Transformational Change, Leadership Development, New Paradigms.

One aspect of sustainability that often baffles design students is the need to balance
concepts such as the triple bottom line (environment, economy and social issue) with
the product�s life cycle in their design process. In some cases, this is a result of a lack
of understanding of interactions between these aspects since the theoretical part of
them is often removed from the student�s daily life experience. One proposal to solve
this barrier and allow for a better understanding and integration is the use of board
games. Board games have shown to be a useful tool to teach conflict resolution,
strategy development, forward and lateral thinking, either through cooperation or
competition. Therefore they can be used to teach basic sustainability concepts (i.e. the
tragedy of the commons, population bomb) and their participation in the triple bottom
line. Games such as Settlers of Catan, Civilization, Carcassonne and CO2 (an
example of a board game with environmental aspect as the core concept), are games
where winning conditions can be achieved through balancing several aspects.
Therefore this can be extrapolated into the development of educative board games that
can be used as a tool to explain design students the need for balance the triple bottom
line and other sustainability concepts and allow for a better understanding. The aim of
this paper is to reflect upon the initial findings of a research project whose objective is
to develop board games for use as learning tool in sustainable design courses at
undergrad level.dy/3.1

Ünlü eğitim psikoloğu Robert Slavin'in Eğitim Psikolojisi kitabının onuncu baskısı, kuramı uygulamaya aktarma konusunda önemli bir eksikliği gidermekte ve öğretmenlerin sınıfta ihtiyaç duyabilecekleri alanlarda uygulayabilecekleri bilgileri içermektedir.

Kitap, yansıtıcı ve bilinçli bir öğretmenin uygulayabileceği en yeni araştırmaları sunarak, bilinçli öğretmen üzerine odaklanmaktadır. Slavin'e göre bilinçli öğretmen, uygulamasını devamlı surette yansıtan ve bu uygulamaların öğrencileri nasıl etkilediği hakkında net bir düşünceye dayalı olarak öğretim kararları veren kişidir.

Bu kitapta okuyucular alanda önemli ve yeni ortaya çıkan bazı konular ile karşılaşmaktadır. Bu konulardan bazıları; 21. yüzyıl becerileri, ilk yıllarda dil ve okuma yazmanın gelişimi, iki dilli eğitim, nöroloji alanındaki yeni araştırmalar, iş birliğine dayalı öğrenme konusundaki son araştırmalar, okumada sorun yaşayan okuyucular için özel yardım, küçük gruplarla çalışma ve bilişim alanındaki en yeni araştırmalar, gelişmeler ve uygulamalardır. En ince ayrıntısına kadar güncel olan alıntılar, kitabın en güncel araştırmalar üzerine temellendirildiğinin bir göstergesidir. Bu kitapta, 656 yeni ve güncellenmiş kaynak bulunmaktadır. Bu kaynakların % 55'i 2000 yılı sonrasına aittir.

Robert Slavin, akademik derinliğini sergilerken aynı zamanda sanki ders anlatır gibi okuyucuları ile yüz yüze buluşmayı da amaçlamaktadır. Kitap yeni ve farklı bir yaklaşımla pek çok teorik bilgiyi uygulamalı olarak sunan, teorik bilgilerin kavramsal olarak uygulamaya nasıl dönüştürüleceğini göstererek öğretmeyi amaçlayan ve bunda başarılı olduğu açıkça belli olan iyi bir başvuru ve ders kitabı olarak öğrencilere ve eğiticilere önerilmektedir.

Uzmanlar, klinisyenler ve araştırmacılar, yeme bozukluklarının duygusal düzensizliklerden kaynaklandığı vakalarda Diyalektik Davranış Terapisinin etkin olacağı konusunda hemfikirdi. Alanda yapılan pek çok adaptasyon çalışması olmasına rağmen Debra Safer, Christy Telch ve Eunice Chen bunu deneysel bazda yapan ilk kişilerdir. Standart diyalektik davranış terapisinin, tıkanırcasına yeme bozukluğu ve blumia nervoza semptomlarını tedavi etme yollarının yapılandırılmış bir özetini sunan bu kitap ile alandaki ihtiyaca cevap vermişlerdir. Bu alanda çalışan klinik psikologların ve danışmanların mutlaka okuması gereken önemli bir kaynak olmakla birlikte bu alanda okuyan öğrenciler için de farklı bir bakış açısı kazandırmaktadır.
Dokuz bölümden oluşan bu kitapta tedavi kapsamlı olarak ele alınmıştır. Genel çerçevede, olumsuz duygularla başa çıkmanın daha uyumsal yollarını öğreten becerilerin kazanımı ile tıkanırcasına yeme ve boşaltmayı durdurma hedefine ulaşma yolu adım adım çizilmiştir. Blumia nervoza ve tıkanırcasına yeme bozukluğuna sahip insanların karılaştığı sorunlar ve mevcut tedavi yöntemleri ele alınarak okuyucuya genel bir bakış açısı kazandırılır. Standart terapinin detaylı bir şekilde tanıtımından sonra bunun adaptasyonunun neden gerekli olduğu, adapte etmenin mantığı mevcut kanıtlar ile sunulur. Daha sonra, tedavi öncesi ve başlangıç oturumlarından tedaviyi sonlandırmaya kadar olan süreç aşama aşama ele alınır. Nüksetmeyi önleme kısmına değinilir. Son olarak kapsamlı vaka örnekleri ile anlatılanların sağlam temeller üzerine oturması sağlanır.
Amacına uygun şekilde düzenlen bu kitap, diyalektik davranış terapisi adapte edilirken belirli sınırlar çizmek yerine okuyucuya geliştirilebilir bir zemin hazırlar. Bu yönüyle tedaviyi uygulamaya ve geliştirmeye teşvik eder. Açıklayıcı vaka örnekleri ve kanıtlar ile tedaviyi tüm ayrıntılarıyla sunarak farklı alanlardan okuyuculara hitap eden bu titiz çalışma özellikle alandaki uzmanlara klinik psikologlara, danışmanlara ve araştırmacılar için bir rehber niteliğinde olacak niteliktedir.

Purpose-The purpose of this paper is to describe and analyse a teaching strategy designed to increase the awareness of trainee teachers and educate them with regard to sustainable consumption. Design/methodology/approach-Ninety-four subjects (trainee teachers) were assessed on their knowledge of the environmental impacts of consumerism, their attitudes to sustainable consumption and their behavioural intentions before (pre-test) and after (post-test) the teaching intervention took place. Findings-Statistical analysis of the results obtained revealed that subjects increased their knowledge of the social and environmental impacts of consumerism, became more aware of the need to take action in this regard, and developed behaviours oriented towards a sustainable model of consumption. Research limitations/implications-The proper application of an educational strategy of this nature requires more time than that actually assigned to the teaching intervention itself. This obstacle was overcome by using the time envisaged by the European Space for Higher Education, but the outcome could not be monitored. Practical implications-A reduction of individual and collective consumption in universities. Originality/value-The study demonstrates the possibilities of an educational strategy that when applied to trainee teachers in higher education promotes sustainable consumption.

Genelde canlıların, özelde ise insanoğlunun nasıl öğrendiğine dair araştırma sonuçları her geçen gün önümüze heyecan verici bilgiler ve bulgular sunmaktadır. Bu araştırma sonuçları öğrenmede yeni stratejiler geliştirilmesinde öncülük etmektedir. "Öğrenme Psikolojisi" adlı bu kitap, alandaki en temel ve güncel araştırma bulgularını da kapsayarak eğitim, edebiyat ve tıp fakülteleri gibi değişik alanların birçok programında lisans ve lisansüstü düzeyde kullanılabilecek şekilde hazırlanmıştır.
Okuyucu merkezli olarak hazırlanan bu kitap, tüm yaşlardaki öğrenicilerin bilgi ve becerileri nasıl edindiklerini ve öğrenme sürecinde etkili olabilen inanç, motivasyon, tutum ve tavır gibi faktörleri kapsamaktadır.
Öğrenme konusunda bilgi sahibi olmak isteyen okuyucunun, temel bir psikoloji bilgisine sahip olması ön koşulu yoktur. Kitapta öğrenme kuramlarının tarihsel temellerinden başlayarak güncel öğrenme yaklaşımlarına rahatlıkla geçiş yapılabilir. Alandaki bir profesör, öğrenme ile ilgili en son araştırma bulgularına bu kitapta ulaşabilirken; üniversite eğitimine yeni başlamış bir öğrenci de öğrenme ile ilgili en temel konulara rahatlıkla erişebilir.

Footprints and Handprints brings together the collective experience of Transition Edinburgh University over its first year. It is the first significant research output of the group and covers key concepts, the internal working arrangement of the group, an estimation of the carbon footprint of the Edinburgh University community and proposals for future action.

Aim: This study investigated the intentions, opportunities, and barriers to engaging in a meaningful internationalization of higher education in Malawi. Methods: This was cross-sectional research that was done between June and October 2021. Using a purposive (judgmental) sampling, we recruited 212 respondents from various institutions of higher education in Malawi. Multilinear regression analysis was used to analyze the factors with the P-value set at 0.05 level of statistical signi cance. Results: The results indicated that the majority of the respondents were males (63.7%) who fell into 30 years age bracket. Further, the results from the multilinear regression analysis indicate that Institutional collaboration (ß=0.

The growing importance of sustainability to the hospitality and tourism industry has resulted in an increased pedagogical discussion pertaining to how to incorporate sustainability into the undergraduate curriculum. The previous discussion has largely focused on the need to teach sustainability within the hospitality and tourism curriculum (Deale et al., 2009), and determining hospitality and tourism stakeholders’ attitudes towards teaching sustainability in the curriculum (Barber et al., 2011). Despite the strong interest in sustainability, Deale et al. (2009) article reveals that sustainability is rarely taught within the curriculum. This study moves the discussion away from should sustainability be taught within the hospitality and tourism curriculum towards a discussion of how to best teach sustainability within the curriculum. This article suggests that an integrated sustainability curriculum will provide students with a better education and better preparation for the hospitality and tourism profession than limiting its inclusion to specific classes or majors. Part of this recommendation for integration of sustainability into the hospitality and tourism curriculum is a proposed model that demonstrates the need to view sustainability as the ultimate context of focus and hospitality and tourism as a subcomponent of this focus. Having sustainability as the end goal of hospitality and tourism will result in natural integration of sustainability into the curriculum because sustainability is the main context of interest. The difficulties and challenges of integrating sustainability into the curriculum are also discussed, as well as, suggestions to help facilitate the process

This is the outcome report of the first Conference on Sustainability and International Education (CSIE) held at EARTH University from March 2 to 4th, 2016. For this conference, we invited representatives of our partner universities and other professionals interested in the topics of sustainability and international education and/or EARTH University’s efforts in these areas. The purpose was threefold:
1. Creating a platform for the exchange of knowledge and best practices in the area of sustainability and international education;
2. Strengthening the relations with our partner universities and developing ideas for new activities to be carried out in the framework of these partnerships;
3. Showcasing how we organize and implement study abroad programs in sustainability at EARTH University.

It is my sincere hope that this first CSIE conference enabled the participants to get know each other better, understand one another’s ideas, experiences and interests and that this mutual understanding will enable the further development of a collaborative network. Personally, I feel this conference motivated all of us to deepen and broaden our academic relations. Therefore, I hope and expect that this first CSIE conference will be the beginning of a tradition bringing EARTH´s partner universities to our campus every year.

How was this initiative born? EARTH is a founding member of the Consortium for Sustainability, together with a group of 10 U.S. Land-grant universities. Some six years ago, those universities – instead of each of them having their own study abroad program - decided to join forces and offer one joint summer program at EARTH University. We have been offering this program for five years now and have worked with professors from the University of Florida and Michigan State University. We receive students from many different backgrounds and universities, not only in the Consortium Summer program, but also in our other programs: the study abroad semester, the internships on our academic farms, the customized and faculty-led programs.

In the past years we noticed that apart from the original consortium partners we have experienced a growing interest of other universities to send their students to EARTH to participate in our study abroad programs. We now have fruitful collaborations with a broad group of universities in various countries and on a diverse of topics. It is my sense that the rapidly growing numbers of students interested in coming to EARTH and being from a very broad variety of academic backgrounds is an indicator for the increased interest of students in studying sustainability abroad. As the topic is so important for our future, it is obvious that education should provide the next generation with the tools to achieve sustainability.
The best way to do so is leaving the four walls of the classroom, being exposed to real-life problems in different contexts, and working with people from other countries. This all strongly contributes to profound learning experiences and to building the competencies needed to face the intensely complicated challenges of the future. It is therefore no coincidence that this conference is about Sustainability and International education. Highly interesting ideas and initiatives are emerging at the intersection of these two broad topic areas.

It is also no coincidence that this conference is taking place at EARTH University and in Costa Rica. As you will read in the pages of this CSIE outcome report, EARTH University, for 25 years, has been preparing young leaders from all over the world to contribute to sustainable development in their countries, thus having a global impact and contributing to a better world. On campus, we strive to practice what we preach. Participants in the conference have had the opportunity to experience those practices. Costa Rica, as a country, is a global leader in green economic and sustainable development. Unique ecological and social conditions make Costa Rica a wonderful open-air laboratory for the study of sustainability.

We would like to thank all participants for their enthusiastic and constructive participation in the workshop and the keynote speakers and presenters for their inspiring and excellent contributions. A special word of appreciation goes to the participants who volunteered to chair the workshop sessions and who acted as reporters. An active role for all participants has made this conference very interactive and dynamic. The strong commitment of all involved made it a very constructive, productive and enjoyable event.

I would also like to extend a special thank you to the EARTH leadership, President José Zaglul, Provost Daniel Sherrard and Academic Dean Edgar Alvarado as well as EARTH professors and staff, in particular the staff of the International Academic Relations Office, Pablo Ulloa, Sofía Montero, Maureen Hernandez and Stephanie Morris. We hope you will be enjoying reading this outcome report, which has been written largely and in an excellent way by Kelly Teamey (PhD) for which we are very grateful.

We think back with fond memories of a very successful conference. I think we all agree that this conference has definitely been a good opportunity for sharing knowledge and experiences, networking, and for establishing or strengthening partnerships. I hope and expect that we will be working together frequently and will have an annual conference for the global community working in the field of Sustainability and International education at EARTH University.

Costa Rica, April 2016
Nico Evers
Director International Academic Relations
EARTH University

"Elinizdeki bu kitap, sosyal psikolojinin konularını en geniş kapsamıyla ele almakta, klasikleşmiş deneysel ve saha araştırmalarını en güncel bilimsel çalışmalarla harmanlamaktadır. Bu bakımdan, akademisyen ve öğrencilerin yararlanabileceği eşsiz bir kaynaktır. Kitapta, sosyal psikoloji konuları bölüm bölüm ele alınmıştır; ilgili kavram, terim, kuram ve araştırmalar aktarılırken her bölüm kendi içinde bir bütünlük arz edecek şekilde akıcı bir öyküsel kurguyla ve dille yazılmıştır ayrıca bu kitap; tarihsel olaylarla, edebî ve felsefi metaforlarla zenginleştirilmiştir.
Ayrıca bu kapsamlı çalışma, sadece bilimsel bir disiplinin temel konularını okuyucuya aktarmakla kalmamakta, aynı zamanda savaş, açlık, çevre gibi gerçek dünya sorunlarının sosyal psikolojik boyutlarıyla ilgili çözüm önerileri de getirmektedir. Bu bakımdan elinizdeki kitap yalnızca bir ders kitabı değil, aynı zamanda sosyal psikolojiye ilgi duyan herkesin merakla okuyabileceği bir kitaptır."

Toplumsal etkileşimin olduğu her yerde, anlaşmazlıkların olması doğal ve kaçınılmazdır. Kişiler, gruplar ve toplumlar arası anlaşmazlıklar; doğru bir biçimde yönetildiğinde gelişimin, ilerlemenin, dönüşümün, barışın ve bütünleşmenin hem enerji kaynağı hem de motoru olabilmektir. Ancak, anlaşmazlıklar yanlış ve yıkıcı yaklaşımlarla yönetildiğinde ise; yıkımın, şiddetin, zulmün ve acının kaynağına dönüşmektedir.

Anlaşmazlıkları ortadan kaldırma, farklılığı ortadan kaldırmaktadır. Doğa ve insanlık, farklılığı ve çoklığı kabul etmeyi ve anlamayı gerektirir. Farklılığı ortadan  kaldırmaya çalışmak yerine; onu anlamaya ve nasıl yöneteceğimizi keşfetmeye başladığımızda, yolumuz anlaşmazlıklarımızı nasıl yöneteceğimizden geçmektedir. Anlaşmazlıkları nasıl yöneteceğimiz üzerine odaklandığımızda, karşımıza en temel yaklaşım ve paradigma olan "dönüşümsel arabuluculuk" çıkmaktadır.Dönüşümsel arabuluculuğun alanyazına en önemli katkısı, anlaşmazlık çözüm sürecinin toplumsal değerlerden ve kültürden bağımsız olmadığı,ideolojimizin ve inanç tarzımızın anlaşmazlıklara ilişkin değerlendirmelerimizi, tutumlarımızı ve anlaşmazlıklarımızı ele alış tarzımızı etkilediği düşüncesidir. Yine, dönüşümsel arabuluculuğun en ayırt edici özelliği, anlaşmazlıkları yönetim sürecinin, kişileri dönüştürebileceğine, geliştirebileceğine ve güçlendirebileceğine yönelik yapıcı ve olumlu duruşudur.

Bush ve P. Folger tarafından geliştirilen "dönüşümsel arabuluculuk modeli" ülkemizde, her sene mahkemelere taşınan yüz binlerce anlaşmazlığı, çekişmeyi ve ayrışmayı yüz yüze müzakere ederek yapıcı ve barışçıl olarak çözme kapasitesini güçlendirmek için bir fırsat ve araç olacaktır. Cezalandırıcı adalet anlayışından, onarıcı adalet anlayışına dönme çabalarına ışık tutacaktır.

Bu eser,içerdiği alternatif paradigma çerçevesinde hukuk sistemimize yeni giren arabuluculuk modelinin doğru ve amacına uygun kullanılması için de referans olacak anlamlı ve önemli bir eserdir. Buna ek olarak, anlaşmazlık çözümü üzerine çalışan hukukçulara, psikologlara, psikolojik danışmanlara, eğitimcilere, psikiyatristlere ve sosyal çalışmacılara hem kurumsal anlamda hem de somut anlaşmazlıkların ve çatışmaların yapıcı ve barışcıl yönetimi konusunda yol gösterecek temel bir başvuru kaynağı olacaktır.

Sustainability education has a significant role to play in changing the leadership paradigm and fostering
leaders who are capable of working collaboratively to address complex sustainability challenges.
Leadership for sustainability denotes a new and expanded understanding of leadership that signifies
taking action based on sustainability values, leading from a living processes paradigm, and creating an
inclusive, collaborative and reflective leadership process. This paper examines and weaves together
literature on leadership, leadership development, and sustainability education to suggest best practices in
leadership development. A variety of suggested pedagogical practices that foster the development of
leaders include: observation and self-awareness, reflection, the exploration of ecological and diverse
perspectives, and learning experientially and in community.

Autonoma of Madrid would suggest that sustainability is commonly practiced right across the functions and operations of universities. However, the reality is that sustainability in higher education has been largely dependent on pilot projects, targeted capital investment, flagship events and lone champions (with the latter invariably operating on the margins of the institution). Student allotment projects, energy awareness days, special visits to eco-parks, sustainability education workshops and world environment day events are generally unable to achieve lasting impact on the culture of 1 See and as well as the range of experiences documented in the International Journal of Sustainability in Higher Education over the last 5 years.

Tüm yaşamımız duygu ve düşüncelerimiz tarafından yönetilmektedir. Çoğumuz ağırlıkla gerçeğin farkına varmadan yaşadığımızdan düşünce becerilerimizi geliştirmeyi önemsemeyiz. Ancak düşünme, eğitim, psikoloji ve daha birçok alandaki bilim insanının üzerinde çalıştığı ve geliştirmeyi hedefledikleri beceriler arasındandır. Düşünme türleri içinde eleştirel düşünme en temel ve önemlileri arasındadır. Pek çok kişi için düşünme bilinç dışı bir eylem iken bilinç alanına çekip özel eğitim teknikleri ile geliştirmek mümkündür. Bu kitap sayesinde eleştirel düşünme becerilerinin kapsamında kişinin tarafsız düşünür hâline gelme, düşünme seviyesinden haberdar olma, temel akıl becerileri, yetenekleri, içgörülerinin gelişmesine destek olma, sunulan düşüncenin zayıf ve güçlü manasını keşfetme vb. gibi becerilerini geliştirme, kendi düşünme standartlarını bilme, soru sorma ve düşünmedeki yerini anlama, düşünme içeriğini öğrenme, iyi düşünme becerilerini edinme, karar alma, problem çözme, mantık dışı düşünce ile başa çıkma, ulusal ve uluslararası propaganda yolları zihinsel kandırmaca ve manipülasyonun farkına varma, etik akıl yürütme, stratejik düşünme becerileri ve ileri düşünür olma başlıklarında bilgi ve beceri kazandırmayı amaçlamaktadır. Buraya kadar sözü edilen bu becerileri kapsayan kitabın hem bilgi vermesi hem de Türk akademisyen ve düşünürleri tarafından bu konuda yeni eserlerin kaleme alınmasını, araştırma yapılmasını teşvik etmesi hedeflenmektedir. Kitabın hedef kitlesi, matematik bilimlerinde ve sosyal bilimlerde eğitim gören öğrenciler ve akademisyenler, politikacılar, medya mensupları ilk akla gelenler arasındadır. Kitabın, kişisel gelişimi bir yaşam biçimini hâline getirenlere geliştirici bir okuma serüveni olacağına inanılmaktadır. (kim ile, kimin için…)
21. yüzyıl becerileri arasında ilk sıralarda yer alan eleştirel düşünme becerisini stratejik ve sistematik olarak nasıl geliştirilebileceğini anlatan bu kitap, okuyucular için hem günlük yaşamda hem de profesyonel hayatta kullanabilecekleri önemli reçeteler vermektedir. Bilgi çağının getirdiği bilgi bombardımanı içinde hangi bilgiye nerede, nasıl, niye, ne zaman ve kim ile kimin için sorularının cevaplarını çok gelişmiş tablolar ve şekiller ile anlatarak görsel anlamda hatırlanır ve uygulanabilir kılmaktadır. Sol beynin işlevi olan eleştirel düşünceyi çok daha ileriye götürerek bilginin yaratıcılığa dönüştürülmesinde önemli rol oynamaktadır. Basitliğin getirdiği mükemmellik ile değişen ve devrim niteliğinde yaşanan teknolojik gelişimlerde okuyuculara uygulamalı olarak karar verme becerilerini geliştirmekte ve bulundukları ortamda farkındalık oluşturarak fark yaratmalarını sağlayacak donanım vermektedir. Bu kitabın okuyucuları sadece eğitim dünyasındaki değişimi sağlamak isteyen kişiler değil profesyonel dünyada da dönüşümü sağlamak isteyen oyuncular ve liderler olmalıdır.

Environmental education (EE) and education for sustainable development (ESD) researchers and practitioners offer a well-founded critique of authoritarian tendencies and the threat of student indoctrination into neoliberalist values. Neoliberalism advocates economic growth through open markets and tends to ignore sustainability imperatives. Some researchers are also wary of any type of advocacy in education for the fear of indoctrination, warning against using education as a tool for behavioral change, regulated according to predetermined guidelines. This article supports the critics’ caution against neoliberalism, which privileges economic development and tends to ignore other concerns. This article addresses the question of how could educators create meaningful EE/ESD programs within or as an alternative to neoliberalism and discuss larger societal implications of transition to more progressive models. It is proposed that educational practice can be more effectively utilized in order to address unsustainable practices, by engaging with the most effective modes of sustainability and particularly important, critically reflecting upon realistic possibilities of decoupling economic growth from environmental degradation. It will be argued that we need a more focused EE/ESD that takes as its basis our common future on the planet of finite resources that necessarily need to engage more ‘radical’ perspectives.

Given the growing global interest on the university’s role towards promoting sustainability, an increasing number of universities are committing themselves to sustainability. Nonetheless, many of university stakeholders and academicians are unaware of sustainability principles. In the lack of sufficient studies to investigate the perceptions of major stakeholders within the university-setting on the role of the university in contributing to sustainability, the current study aims to investigate the perceptions of universitystudents towards factors of a sustainableuniversity by developing a reliable scale to assess sustainability practices of universities. Through examining the perception of 379 universitystudents, a standard scale design process was applied. Upon validation of the proposed scale, a four-dimensional structure for the key factors of a sustainableuniversity from the perspective of students was identified, including 1) community outreach, 2) sustainability commitment and monitoring, 3) waste and energy, and 4) land use and planning. Finally, implications were discussed.