468
G. Wilson and R. W. Pretorius
from http://bildungskoalition.ch/media/medialibrary/2012/02/ISCN-ULF_Charter_Guidelines_
20101027.pdf
Graczyk G (2015) Embedding a Living Lab approach at the University of Edinburgh. The University
of Edinburgh, Edinburgh. Retrieved from https://www.ed.ac.uk/files/atoms/files/embedding_a_
living_lab_approach_at_the_university_of_edinburgh.pdf
Graham MP, Dickens CWS, Taylor RJ (2004) miniSASS—a novel technique for community participation in river health monitoring and management. Afr J Aquat Sci 29(1):25–35
Hopkinson P, James P (2010) Practical pedagogy for embedding ESD in science, technology, engineering and mathematics curricula. Int J Sustain High Educ 11(4):365–379
Jackson D, Rowbottom D, Ferns S, McLaren D (2017) Employer understanding of work-integrated
learning and the challenges of engaging in work placement opportunities. Stud Continuing Educ
39(1):35–51
Johan K, Turan FM (2016) The development of sustainability graduate community (SGC) as a learning pathway for sustainability education—a framework for engineering programmes in Malaysia
Technical Universities Network (MTUN). In: IOP conference series: materials science and engineering, vol 160, issue 1, p 012074
Kalsoom Q, Khanam A (2017) Inquiry into sustainability issues by preservice teachers: a pedagogy
to enhance sustainability consciousness. J Clean Prod 164:1301–1311
Larsson J, Holmberg J (2018) Learning while creating value for sustainability transitions: the case
of Challenge Lab at Chalmers University of Technology. J Clean Prod 172:4411–4420
Lustbader P (1998) Teach in context: responding to diverse student voices helps all students learn.
J Legal Educ 48:402–416
Maranville D (2001) Infusing passion and context into the traditional law curriculum through
experiential learning. J Legal Educ 51(1):51–74
Martin S, Dawe G, Jucker R (2006) Embedding education for sustainable development in higher
education in the UK. In: Holmberg J, Samuelson BE (eds) Drivers and barriers for implementing
sustainable development in higher education. UNESCO, Paris
McPherson S, Anid NM, Ashton WS, Hurtado-Martin M, Khalili N, Panero M (2016) Pathways
to Cleaner Production in the Americas II: application of a competency model to experiential
learning for sustainability education. J Clean Prod 135:907–918
Molderez I, Fonseca E (2018) The efficacy of real-world experiences and service learning for fostering competences for sustainable development in higher education. J Clean Prod 172:4397–4410
Ololade OO (2018) Understanding the nexus between energy and water: a basis for human survival
in South Africa. Dev South Afr 1–16. Retrieved from http://www.tandfonline.com/doi/full/10.
1080/0376835X.2018.1426445
Patton I (2017) Editorial: education earth stewards or vandals? Environ Sci 26(4):2
Pretorius RW, Brand ME, Brown LR (2016) Engaging ODL students with biodiversity issues: a
South African case study on the role of ESD. In: Castro P, Azeiteiro UM, Bacelar-Nicolau P,
Leal Filho W, Azul AM (eds) Biodiversity and education for sustainable development. Springer,
Cham
Robinson J, Berkhout T, Cayuela A, Campbell A (2013) Next generation sustainability at the
University of British Columbia: the university as societal test-bed for sustainability. In: König A
(ed) Regenerative sustainable development of universities and cities: the role of living laboratories.
Edward Elgar, Cheltenham
Sainsbury EJ, Walker RA (2008) Assessment as a vehicle for learning: extending collaboration into
testing. Assess Eval High Educ 33(2):103–117
Schonell S, Macklin R (2018) Work integrated learning initiatives: live case studies as a mainstream
WIL assessment. Stud High Educ 1–12
Swart AJ (2016) Distance learning engineering students languish under project-based learning, but
thrive in case studies and practical workshops. IEEE Trans Educ 59(2):98–104
Thomas I, Depasquale J (2016) Connecting curriculum, capabilities and careers. Int J Sustain High
Educ 17(6):738–755
G. Wilson and R. W. Pretorius
from http://bildungskoalition.ch/media/medialibrary/2012/02/ISCN-ULF_Charter_Guidelines_
20101027.pdf
Graczyk G (2015) Embedding a Living Lab approach at the University of Edinburgh. The University
of Edinburgh, Edinburgh. Retrieved from https://www.ed.ac.uk/files/atoms/files/embedding_a_
living_lab_approach_at_the_university_of_edinburgh.pdf
Graham MP, Dickens CWS, Taylor RJ (2004) miniSASS—a novel technique for community participation in river health monitoring and management. Afr J Aquat Sci 29(1):25–35
Hopkinson P, James P (2010) Practical pedagogy for embedding ESD in science, technology, engineering and mathematics curricula. Int J Sustain High Educ 11(4):365–379
Jackson D, Rowbottom D, Ferns S, McLaren D (2017) Employer understanding of work-integrated
learning and the challenges of engaging in work placement opportunities. Stud Continuing Educ
39(1):35–51
Johan K, Turan FM (2016) The development of sustainability graduate community (SGC) as a learning pathway for sustainability education—a framework for engineering programmes in Malaysia
Technical Universities Network (MTUN). In: IOP conference series: materials science and engineering, vol 160, issue 1, p 012074
Kalsoom Q, Khanam A (2017) Inquiry into sustainability issues by preservice teachers: a pedagogy
to enhance sustainability consciousness. J Clean Prod 164:1301–1311
Larsson J, Holmberg J (2018) Learning while creating value for sustainability transitions: the case
of Challenge Lab at Chalmers University of Technology. J Clean Prod 172:4411–4420
Lustbader P (1998) Teach in context: responding to diverse student voices helps all students learn.
J Legal Educ 48:402–416
Maranville D (2001) Infusing passion and context into the traditional law curriculum through
experiential learning. J Legal Educ 51(1):51–74
Martin S, Dawe G, Jucker R (2006) Embedding education for sustainable development in higher
education in the UK. In: Holmberg J, Samuelson BE (eds) Drivers and barriers for implementing
sustainable development in higher education. UNESCO, Paris
McPherson S, Anid NM, Ashton WS, Hurtado-Martin M, Khalili N, Panero M (2016) Pathways
to Cleaner Production in the Americas II: application of a competency model to experiential
learning for sustainability education. J Clean Prod 135:907–918
Molderez I, Fonseca E (2018) The efficacy of real-world experiences and service learning for fostering competences for sustainable development in higher education. J Clean Prod 172:4397–4410
Ololade OO (2018) Understanding the nexus between energy and water: a basis for human survival
in South Africa. Dev South Afr 1–16. Retrieved from http://www.tandfonline.com/doi/full/10.
1080/0376835X.2018.1426445
Patton I (2017) Editorial: education earth stewards or vandals? Environ Sci 26(4):2
Pretorius RW, Brand ME, Brown LR (2016) Engaging ODL students with biodiversity issues: a
South African case study on the role of ESD. In: Castro P, Azeiteiro UM, Bacelar-Nicolau P,
Leal Filho W, Azul AM (eds) Biodiversity and education for sustainable development. Springer,
Cham
Robinson J, Berkhout T, Cayuela A, Campbell A (2013) Next generation sustainability at the
University of British Columbia: the university as societal test-bed for sustainability. In: König A
(ed) Regenerative sustainable development of universities and cities: the role of living laboratories.
Edward Elgar, Cheltenham
Sainsbury EJ, Walker RA (2008) Assessment as a vehicle for learning: extending collaboration into
testing. Assess Eval High Educ 33(2):103–117
Schonell S, Macklin R (2018) Work integrated learning initiatives: live case studies as a mainstream
WIL assessment. Stud High Educ 1–12
Swart AJ (2016) Distance learning engineering students languish under project-based learning, but
thrive in case studies and practical workshops. IEEE Trans Educ 59(2):98–104
Thomas I, Depasquale J (2016) Connecting curriculum, capabilities and careers. Int J Sustain High
Educ 17(6):738–755