
Helen Avery

Working with the divides : Two critical axes in development for transformative professional practices
Author
Summary, in English
Purpose
The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness.
Design/methodology/approach
Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared.
Findings
Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches.
Research limitations/implications
However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers.
Practical implications
Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability.
Social implications
Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels.
Originality/value
The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.
The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness.
Design/methodology/approach
Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared.
Findings
Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches.
Research limitations/implications
However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers.
Practical implications
Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability.
Social implications
Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels.
Originality/value
The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.
Department/s
- Centre for Advanced Middle Eastern Studies
- Arabic Studies
- MECW: The Middle East in the Contemporary World
Publishing year
2017
Language
English
Pages
666-680
Publication/Series
International Journal of Sustainability in Higher Education
Volume
18
Issue
5
Document type
Journal article
Publisher
Emerald Group Publishing Limited
Topic
- Social Sciences Interdisciplinary
- Environmental Sciences
- Educational Sciences
Keywords
- sustainability research
- higher education
- professional programmes
- knowledge flows
- organisational development
- theory and practice
- transdisciplinarity
Status
Published
ISBN/ISSN/Other
- ISSN: 1467-6370