Assessing Graduate Sustainability Attributes Using a Vignette/Scenario Approach. (September 2018)

• Record Type: Journal Article
• Authors: Holdsworth, Sarah; Thomas, Ian; Sandri, Orana
• Is Part Of: Journal of education for sustainable development. Volume 12:Number 2(2018:Jul./Dec.)
• Page Start: 120
• Page End: 139
• Publication Date: 2018-09
• Subjects: Sustainability education -- graduate employability -- competencies -- attributes -- vignette scenario survey -- higher education; Environmental education -- Periodicals; Sustainable development -- Study and teaching -- Periodicals; 338.92705
• DOI: 10.1177/0973408218792127
• Languages: English
• ISSNs: 0973-4082

Abstract

Equipping professionals with skills to make decisions in line with sustainability principles is essential for transitioning our societies towards sustainable development. Higher education is at the forefront of generating professionals with these skills. However, although sustainability has been included in many university graduate attribute statements, there exists little research on how graduates acknowledge and apply sustainability attributes in their workplace. This research project aimed to assess whether graduates of undergraduate programmes with sustainability attributes acknowledge and use sustainability capabilities after they have entered employment. The project developed a tool for assessing sustainability attribute uptake and application which took the form of a tested survey tool that uses a vignette/scenario-based question design to assess the level of attribute attainment. This tool was then tested on a graduate sample from the School of Property, Construction and Project Management at RMIT University, Australia. The project outcomes show promise for future applications of the scenario/vignette survey tool to provide educators with a feedback loop between curriculum design and pedagogy and professional application of course and programme learning outcomes. The purpose of this article is to present key results from the pilot and show how these can potentially be used in curriculum development and renewal to advance sustainability in higher education.