A comparative study of education for sustainable development in one British university and one Chinese university. Issue 1 (2014)

• Record Type: Journal Article
• Is Part Of: International journal of sustainability in higher education. Volume 15:Issue 1(2014)
• Page Start: 48
• Page End: 62
• Publication Date: 2014
• Subjects: Environmental education -- Periodicals; Environmental responsibility -- Study and teaching (Higher) -- Periodicals; Sustainable development -- Periodicals; 333.70711
• DOI: 10.1108/IJSHE-11-2012-0098
• Languages: English
• ISSNs: 1467-6370

Abstract

<abstract> <title> <x xml:space="preserve">Abstract</x> </title> <p> <bold>Purpose</bold> – The purpose of the paper is to identify learning points and inspirations from two different approaches by examining how education for sustainable development (ESD) initiatives are delivered in the University of X in the UK and Tongji University in China. <bold>Design/methodology/approach</bold> – Through comparison of case studies, the pros and cons of each approach are made clear. The paper adopts semi‐structured interviewing among staff and group interviewing among students as its main data collection methods. A snowball sampling strategy is employed to select potential interviewees in addition. <bold>Findings</bold> – Learning points are drawn from each institution which could be useful in informing the strategy of other higher education institutions. The main learning points for UoX are: first, engage as many students as possible through linking extra‐curriculum activities back to the curriculum and offer opportunities for students to take part in campus operations. Second, a project‐oriented approach could be employed to enhance interdisciplinary cooperation. The main learning points for Tongji are: pedagogic changes are required to realize a transformative education and additions of more active learning into the curriculum are needed. Third, policy support is necessary to promote the ESD agenda but only when the top‐down approach mixes with a bottom‐up approach significant changes will happen. <bold>Practical implications</bold> – ESD is transformative education rather than traditional education. It will guide students to study and live in a more sustainable way, which is promoted in both the formal curriculum and informal areas (including campus greening and extra‐curriculum activities) in UoX as a model for developed countries and Tongji as a model for developing countries. As a dynamic whole, both of them comprise students' learning and living experiences in a microcosm of a pilot sustainable community through inter‐disciplinary approaches. <bold>Originality/value</bold> – Little comparative and international research has been done in the field of educational ESD. The research seeks to address the deficiency by comparing the ESD approaches in one British and one Chinese university.</p> <ack> <title> <x xml:space="preserve">Acknowledgements</x> </title> <p>Many thanks to Prof. Susan Buckingham and all the informants in this research.</p> </ack> </abstract>