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K. Emblen-Perry
Only 6% of respondents reported gaining environmental sustainability knowledge
from their studies at school or college. The author considers this is surprising as
the UK HE sustainability community generally accepts that schools teach at least
basic environmental awareness such as climate change and recycling. Perhaps there
is a limited connection between environmental studies and the word ‘sustainability’
which needs to be addressed. Students’ reported their sustainability knowledge came
from:
I lived in “Greenhouse Floor” during my first year at university–a community within dormitory focusing on sustainability/green living
Interest in outside sources such as the news and magazines such as the Economist
Personal interest in environmental technology developments
International student organisation activities
Business Studies in secondary school
Personal interests and work
Knowledge of globalisation issues increased throughout the module with students’ belief of having good or very good knowledge increasing from 48% to 91%.
The author notes that 55% of students on Business Sustainability module were international Exchange Students from Scandinavia, India, South Korea, the Philippines,
America and Bangladesh who brought different experiences of sustainability practice
and LTA approaches from their home universities into the lectures. Having this range
of international students in the class representing a range of cultures was valuable as
it enabled discussion on global issues from a range of local perspectives. Students
reported:
This module has offered different perspectives regarding global issues than I had previously
come across
I have more knowledge about sustainability in the world
I learned about different kinds of sustainability
The research findings suggest undertaking an audit can engage students in personal and university-wide sustainability actions and initiatives and markedly increase
understanding of the university’s sustainability practices and policies: from 77% of
students having little or no knowledge of sustainability practices within the university
(Phase 1) to 82% having good or very good knowledge (Phase 2). Students reflected:
I am now more aware of the sustainability work at the university
Different initiatives that have been taken by the university on various aspects and my own
personal research has helped me develop my knowledge.
I did not know anything about sustainability. After this module, I learned a lot about my
environment
By doing my assignment in this module, it made me think more ethically and come up with
better solutions
K. Emblen-Perry
Only 6% of respondents reported gaining environmental sustainability knowledge
from their studies at school or college. The author considers this is surprising as
the UK HE sustainability community generally accepts that schools teach at least
basic environmental awareness such as climate change and recycling. Perhaps there
is a limited connection between environmental studies and the word ‘sustainability’
which needs to be addressed. Students’ reported their sustainability knowledge came
from:
I lived in “Greenhouse Floor” during my first year at university–a community within dormitory focusing on sustainability/green living
Interest in outside sources such as the news and magazines such as the Economist
Personal interest in environmental technology developments
International student organisation activities
Business Studies in secondary school
Personal interests and work
Knowledge of globalisation issues increased throughout the module with students’ belief of having good or very good knowledge increasing from 48% to 91%.
The author notes that 55% of students on Business Sustainability module were international Exchange Students from Scandinavia, India, South Korea, the Philippines,
America and Bangladesh who brought different experiences of sustainability practice
and LTA approaches from their home universities into the lectures. Having this range
of international students in the class representing a range of cultures was valuable as
it enabled discussion on global issues from a range of local perspectives. Students
reported:
This module has offered different perspectives regarding global issues than I had previously
come across
I have more knowledge about sustainability in the world
I learned about different kinds of sustainability
The research findings suggest undertaking an audit can engage students in personal and university-wide sustainability actions and initiatives and markedly increase
understanding of the university’s sustainability practices and policies: from 77% of
students having little or no knowledge of sustainability practices within the university
(Phase 1) to 82% having good or very good knowledge (Phase 2). Students reflected:
I am now more aware of the sustainability work at the university
Different initiatives that have been taken by the university on various aspects and my own
personal research has helped me develop my knowledge.
I did not know anything about sustainability. After this module, I learned a lot about my
environment
By doing my assignment in this module, it made me think more ethically and come up with
better solutions