Collective action competence: an asset to campus sustainability. Issue 4 (4th July 2016)

• Record Type: Journal Article
• Authors: Clark, Charlotte R.
• Is Part Of: International journal of sustainability in higher education. Volume 17:Issue 4(2016)
• Page Start: 559
• Page End: 578
• Publication Date: 2016-07-04
• Subjects: Sustainability literacy -- Collective action -- Action competence -- Social learning -- Collective action competence -- Free-choice learning; Environmental education -- Periodicals; Environmental responsibility -- Study and teaching (Higher) -- Periodicals; Sustainable development -- Periodicals; 333.70711
• DOI: 10.1108/IJSHE-04-2015-0073
• Languages: English
• ISSNs: 1467-6370

Abstract

Abstract : Purpose: The purpose of this paper is to operationalize theories of social learning and collective action for campus sustainability practitioners at higher education instititions (IHEs) to enhance their work, and to introduce the concept of collective action competence as a practical tool. Design/methodology/approach: This paper presents a theoretical argument based on the concepts of learning and collective action for stronger consideration of social learning, action competence and voluntary collective action in campus sustainability initiatives. Findings: Many important sustainability outcomes depend heavily on voluntary behaviors by groups of campus stakeholders, making voluntary collective action an important, although underused, tool for campus sustainability practitioners. The term "collective action competence" is introduced and defined as the capability of a group of people to direct their behavior toward a common goal based on a collective literacy, a collective competence, and a collective need or goal. Originality/value: The term "collective action competence" is introduced as a novel unifying concept that articulates a critical capability needed for collective behavior change in social settings such as HEIs. Collective action competence is based on the theories of collective action and of social and free-choice learning and on the concepts of action competence and strategic competence.