Assessment of sustainability competencies: a literature review and pathways for future research and practice
DOI:
https://doi.org/10.29015/cerem.664Keywords:
sustainability competencies, sustainability, higher education, assessment, evaluationAbstract
Aim: This paper aims at reviewing existing theoretical frameworks in sustainability competencies and identifying suitable evaluation strategies and instruments.
Design / Research methods: To gain a comprehensive view of the evaluation and assessment processes of sustainability competencies a systematic literature review was conducted using a set of keywords. After a refining phase and selection of articles centred in evaluation processes a final sample of 43 articles was analysed.
Conclusions / findings: Little evidence exists on the development, outcomes and impact that courses introducing students to sustainability competencies have. Further empirical research is needed on the development and implementation of assessment tools for sustainability competencies.
Originality / value of the article: this paper outlines the state of the art of evaluation and assessment tools for sustainability competencies in higher education and suggests pathways for further research and practice based on a literature review.
References
ABET. (2017). Criteria for accrediting engineering programs. Engineering Accreditation Commission. USA.
Azapagic, A., Perdan, S. & Shallcross, D. (2005). How much do engineering students know about sustainable development? The findings of an international survey and possible implications for the engineering curriculum. European Journal of Engineering Education, 30 (1), 1–19.
Aznar Minguet, P., Ull, M. A., Piñero, A. y Martínez-Agut, M.P. (2017). La evaluación de la formación de formadores. Un catalizador en el proceso de cambio curricular hacia la sostenibilidad. Revista Iberoamericana de Educación. 73, (mar. 2017), 225-252.
Barth, M. & Rieckmann, M. (2016): State of the Art in Research on Higher Education for Sustainable Development. In: M. Barth, G. Michelsen, M. Rieckmann & I. Thomas (Eds.), Routledge Handbook of Higher Education for Sustainable Development (pp. 100-113). London: Routledge,
Barth, M., Godemann, J., Rieckmann, M., & Stoltenberg, U. (2007). Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8(4), 416-430.
Bessant, S., Bailey, P., Robinson, Z., Ormerod, M., Tomkinson, C. B., Tomkinson, R., & Boast, R. (2013). Problem-Based Learning: A Case Study of Sustainability Education. A toolkit for university educators. Available at: http://www.keele.ac.uk/media/keeleuniversity/group/hybridpbl/PBL_ESD_Case%20Study_Bessant,%20et%20al.%202013.pdf (accessed 10 October 2013).
Biasutti, M & Frate, S. (2017). A validity and reliability study of the Attitudes toward Sustainable Development scale. Environmental Education Research, 23 (2), 214-230.
Cebrián, G. (2017) A collaborative action research project towards embedding ESD within the higher education curriculum. International Journal of Sustainability in Higher Education, 18(6), 857-876.
Cebrián, G. & Junyent, M. (2015). Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views. Sustainability, 7(3), 2768-2786.
Cebrián, G., Grace, M., & Humphris, D. (2015). Academic staff engagement in education for sustainable development. Journal of Cleaner Production, 106, 79-86.
Corcoran, P. B., Walker, K. E., & Wals, A. E. J. (2004). Case studies, make-your-case studies, and case stories: a critique of case-study methodology in sustainability in higher education. Environmental Education Research, 10(1), 7-21.
Cortés, A. C., Segalàs, J., Cebrián, G., Junyent, M., Tilló, T., Marquilles, P., & Mora, M. (2010). Sustainability Competences in Catalan University Degrees. Paper presented at the The 14th European Roundtable on Sustainable Production and Consumption (ERSCP) - The 6th Environmental Management for Sustainable Universities (EMSU), Delft, The Netherlands, October 25-29th, 2010.
Cotton, D., Bailey, I., Warren, M., & Bissell, S. (2009). Revolutions and second-best solutions: education for sustainable development in higher education. Studies in Higher Education, 34(7), 719-733.
Cotton & Cotton, D., & Winter, J. (2010). It's Not Just Bits of Paper and Light Bulbs': A Review of Sustainability Pedagogies and their Potential for Use in Higher Education. In P. Jones, D. Selby & S. Sterling (Eds.), Sustainability education: perspectives and practice across higher education (pp. 39-54). London: Earthscan.
Delors, J. (1996). Learning: The Treasure Within. Paris: UNESCO. Available at: http://www.unesco.org/education/pdf/15_62.pdf (accessed 23 January 2011).
Disterheft, A., Caeiro, S.S., Filho, W.L. & Azeiteiro, U.M. (2016). The INDICARE-model – measuring and caring about participation in higher education's sustainability assessment. Ecological Indicators, 63, 172-186.
Engineering Council. (2013). Guidance on sustainability for the engineering profession. Engineering Council. London.
Fien, J. (2002). Advancing sustainability in higher education. Issues and opportunities for research. International Journal of Sustainability in Higher Education, 3(3), 243-253.
Figueiró, P.S. & Rauffle , E. (2015). Sustainability in higher education: a systematic review with focus on management education. Journal of Cleaner Production, 106(1), 22–33.
Fink, A. (2009). Conducting Research Literature Reviews: From the Internet to Paper. Los Angeles, CA: Sage.
Fischer, D., Jenssen, S. & Tappeser, V. (2015). Getting an empirical hold of the sustainable university: a comparative analysis of evaluation frameworks across 12 contemporary sustainability assessment tools. Assessment & Evaluation in Higher Education, 40(6), 785-800.
García, M.R, Junyent, M. & Fonolleda, M. (2017). How to assess professional competencies in Education for Sustainability?: An approach from a perspective of complexity. International Journal of Sustainability in Higher Education, 18(5), 772-797.
Glover, A., Peters, C., & Haslett, S. K. (2011). Education for sustainable development and global citizenship: An evaluation of the validity of the STAUNCH auditing tool. International Journal of Sustainability in Higher Education, 12(2), 125-144.
Habron, G., Goralnik, L. & Thorp, L. (2012). Embracing the Learning Paradigm to Foster Systems Thinking. International Journal of Sustainability in Higher Education, 13(4), 378–393.
Hegarty, K., Thomas, I., Kriewaldt, C., Holdsworth, S., & Bekessy, S. A. (2011). Insights into the value of a ‘stand-alone’ course for sustainability education. Environmental Education Research, 17(4), 451-469.
Jim Wu, Y.C. and Shen, J.P. (2016). Higher education for sustainable development: a systematic review. International Journal of Sustainability in Higher Education, 17(5), 633-651.
Kagawa, F. (2007). Dissonance in students' perceptions of sustainable development and sustainability: Implications for curriculum change. International Journal of Sustainability in Higher Education, 8(3), 317-338.
Lambrechts, W., Mulà, I., Ceulemans, K., Molderez, I., & Gaeremynck, V. (2013). The integration of competences for sustainable development in higher education: an analysis of bachelor programs in management. Journal of Cleaner Production, 48, 65-73.
Lozano, R., Merrill, M.Y., Sammalisto, K., Ceulemans, K. & Lozano, F.J. (2017). Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal. Sustainability, 9, 1-15.
Makrakis, V. & Kostoulas-Makrakis, N. (2016). Bridging the qualitative–quantitative divide: Experiences from conducting a mixed methods evaluation in the RUCAS programme. Evaluation and Program Planning, 54, 144-151.
Mercer, T.G., Kythreotis, A.P., Robinson, Z.P., Stolte, T., George, S.M. & Haywood, S.K. (2017). The use of educational game design and play in higher education to influence sustainable behaviour. International Journal of Sustainability in Higher Education, 18(3), 359-384.
Mochizuki, Y., & Fadeeva, Z. (2010). Competences for sustainable development and sustainability: Significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11(4), 391-403.
Mosher, H.R. & Desrochers, M. (2014). The effects of information regarding sustainability issues and behavioral self-management instruction on college students’ energy conservation. International Journal of Sustainability in Higher Education, 15(3), 359-370.
Muler, K.F., Segalàs, J. & Ferrer-Balas, D. (2012). How to educate engineers for/in sustainable development: Ten years of discussion, remaining challenges. International Journal of Sustainability in Higher Education, 13(3), 211-218.
Murga-Mentoyo, M.A. (2008). Percepciones, valores y actitudes ante el desarrollo sostenible. Detección de necesidades educativas en estudiantes universitarios. Revista Española de Pedagogía, 66(240), 327-343.
Nikel, J. (2007). Making sense of education ‘responsibly’: findings from a study of student teachers' understanding(s) of education, sustainable development and Education for Sustainable Development. Environmental Education Research, 13(5), 545-564.
Pretorius, R., Lombard, A. & Khotoo, A. (2016). Adding value to education for sustainability in Africa with inquiry-based approaches in open and distance learning. International Journal of Sustainability in Higher Education, 17(2), 167-187.
Roberts, C., & Roberts, J. (2008). Starting with the staff: how swapshops can develop ESD and empower practitioners. Environmental Education Research, 14(4), 423-434.
Rose, G., Ryan, K. & Desha, C. (2015). Implementing a holistic process for embedding sustainability: a case study in first year engineering, Monash University, Australia. Journal of Cleaner Production, 106(1), 229-238.
Sandri, O., Holdsworth, S. & Thomas, I. (2018). Vignette question design for the assessment of graduate sustainability learning outcomes, Environmental Education Research, 24(3), 406-426.
Segalàs, J., Ferrer-Balas, D., Svanström, M., Lundqvist, U. & Mulder, K.F. (2009). What has to be learnt for sustainability? A comparison of bachelor engineering education competences at three European universities. Sustainability Science, 4(1), 17-27.
Segalàs, J., Ferrer-Balas, D. & Mulder, K.F. (2008). Conceptual maps: measuring learning processes of engineering students concerning sustainable development. European Journal of Engineering Education, 33(3), 297-306.
Segalàs, J., Ferrer-Balas, D. & Mulder, K.F. (2010). What do engineering students learn in sustainability courses? The effect of the pedagogical approach. Journal of Cleaner Production, 18(3), 275-284.
Shephard, K., Harraway, J., Lovelock, B., Mirosa, M., Skeaff, S., Slooten, L., Strack, M., Furnari, M., Jowett, T. & Deaker, L. (2015). Seeking learning outcomes appropriate for ‘education for sustainable development’ and for higher education. Assessment & Evaluation in Higher Education, 40(6), 855-866.
Sidiropoulos, E. (2014). Education for sustainability in business education programs: a question of value. Journal of Cleaner Production, 85, 472-487.
Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart. International Journal of Sustainability in Higher Education, 9(1), 68-86.
Sleurs, W. (2008). Competencies for ESD (Education for Sustainable Development) teachers: A framework to integrate ESD in the curriculum of teacher training institutes - Comenius 2.1 project 118277-CP-1-2004-BE-Comenius-C2.1. Available at: http://www.unece.org/fileadmin/DAM/env/esd/inf.meeting.docs/EGonInd/8mtg/CSCT%20Handbook_Extract.pdf (accessed 15 March 2011).
Solís-Espallargas and Valderrama-Hernández (2015). La educación para la sostenibilidad en la formación de profesorado. ¿Qué estamos haciendo? Foro de Educación, 19, 165-192.
Sterling, S. (2004). Higher education, sustainability, and the role of systemic learning. In P. B. Corcoran & A. E. J. Wals (Eds.), Higher Education and the Challenge of Sustainability: Problematics, Promise and Practice (pp. 49-70). Dordrecht: Kluwer Academic Publishers.
Stibbe, A. (Ed.). (2009). The Handbook of Sustainability Literacy: Skills for a changing world. Devon: Green Books.
Svanström, M., Lozano-Garcia, F., & Rowe, D. (2008). Learning outcomes for sustainable development in higher education. International Journal of Sustainability in Higher Education, 9(3), 339-351.
Thomas, I. (2009). Critical Thinking, Transformative Learning, Sustainable Education, and Problem-Based Learning in Universities. Journal of Transformative Education, 7(3), 245-264.
Tilbury, D. (2011). Education for Sustainable Development: An Expert Review of Processes and Learning. Paris: UNESCO. Available at: http://unesdoc.unesco.org/images/0019/001914/191442e.pdf (accessed 16 September 2011).
Tilbury, D., & Wortman, D. (2004). Engaging people in sustainability. Gland: IUCN.
UNECE. (2009). Learning from each other: The UNECE Strategy for Education for Sustainable Development. Geneva: UNECE. Available at: http://sustainabledevelopment.un.org/content/documents/798ece5.pdf (accessed 21 Febraruy 2011).
UNECE. (2012). Learning for the future: Competences in Education for Sustainable Development. Geneva: UNECE. Available at: http://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf (accessed 13 February 2013).
UNESCO. (2005). United Nations Decade of Education for Sustainable Development (2005-2014): Draft International Implementation Scheme. Paris: UNESCO. Available at: http://portal.unesco.org/education/en/file_download.php/e13265d9b948898339314b001d91fd01draftFinal+IIS.pdf (accessed 10 November 2011).
UNESCO (2009), UNESCO World Conference on Education for Sustainable Development: Bonn Declaration. Paris: UNESCO. Available at: http://www.esd-world-conference-2009.org/fileadmin/download/ESD2009_BonnDeclaration080409.pdf (accessed 15 November 2011).
United Nations. (2012). The future we want: Outcome document adopted at Rio+20. Available at: http://www.uncsd2012.org/content/documents/727The%20Future%20We%20Want%2019%20June%201230pm.pdf (accessed 15 September 2012)
Velazquez, L., Munguia, N., & Sanchez, M. (2005). Deterring sustainability in higher education institutions: An appraisal of the factors which influence sustainability in higher education institutions. International Journal of Sustainability in Higher Education, 6(4), 383-391.
Verhulst, E. & Lambrechts, W. (2015). Fostering the incorporation of sustainable development in higher education. Lessons learned from a change management perspective. Journal of Cleaner Production,106, 189–204.
Wals, A. E. J. (2009). Review of Contexts and Structures for Education for Sustainable Development 2009. Paris: UNESCO. Available at: http://unesdoc.unesco.org/images/0018/001849/184944e.pdf (accessed 3 June 2012).
Wals, A. E. J. (2010). Mirroring, Gestaltswitching and transformative social learning. Stepping stones for developing sustainability competence. International Journal of Sustainability in Higher Education, 11(4), 380-390.
Warr Pedersen, K., Pharo, E., Peterson, C. & Clark, G.A. (2017). Wheels of change in higher education: A collaborative, multi-stakeholder project as a vehicle for sustainability education. International Journal of Sustainability in Higher Education, 18(2), 171-184.
Watson, M.K., Lozano, R., Noyes, C. & Rodgers, M. (2013). Assessing curricula contribution to sustainability more holistically: Experiences from the integration of curricula assessment and students' perceptions at the Georgia Institute of Technology. Journal of Cleaner Production, 61, 106-116.
Weik, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability science, 6, 203–218.
Wright, T. S. A. (2010). University presidents’ conceptualizations of sustainability in higher education. International Journal of Sustainability in Higher Education, 11(1), 61-73.
Downloads
Published
Issue
Section
License
The aim of CEREM is to make scientific work available in accordance with the principle of open access. The rules mentioned below are important, as they enable CEREM and its publisher, the WSB Merito University in Wroclaw, to distribute the scientific work to a wide public while complying with specific legal requirements, at the same time protecting the rights of the authors.
The author transfers to the WSB Merito University in Wroclaw, free of charge and without territorial limitations, with all proprietary copyrights to the said piece of work in the understanding of the act of 4th February 1994 on copyrights and derivative rights (Journal of Laws of 1994, no. 24, item 83, as amended) on an exclusivity basis, i.e. the rights to:
1. Make the piece of work in question available via the Digital Library established by the WSB Merito University in Wroclaw.
2. Produce, record and reproduce in multiple copies the piece of work using any techniques whatsoever, including printing, reprography, magnetic recording and digital processing, and particularly its reproduction by recording on CDs and similar data carriers,
3. Use fragments of the piece of work for promotional purposes in publications, promotional materials, the Internet and Intranet type networks managed by the WSB Merito University in Wroclaw.
4. Store the piece of work into computer databases managed by the WSB Merito University in Wroclaw.
5. Copy and reproduce the piece of work using photo-mechanic technologies other than those commonly known at the time of the signature hereof (photocopies, Xerox copies etc.),
6. Process the piece of work, transferring it into an electronic form, and distribute it on the Internet without limitations.
