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Preface; Contents; 1 An Inspired Education, the University of Wales Trinity Saint David; Abstract; 1 Introduction; 2 Embedding Sustainability; 2.1 A Systematic Institution-Wide Sustainability Policy; 2.2 The Institute of Sustainable Practice, Innovation and Resource Effectiveness (INSPIRE); 3 Descriptive Case Study; 3.1 Faculty Level; 3.2 INSPIRE's Framework Approach; 3.3 University-Wide Academic Engagement; 3.4 University-Wide Academic Activities; 3.5 Student Initiatives; 3.5.1 National Union of Students (NUS) 'Green Impact' Programme; 3.5.2 INSPIRE Student Internships
3.5.3 Student Employability Award4 A Sustainable Campus; 5 Conclusions and Way Forward; References; 2 An Integrative Approach to Sustainable Development Within a University: A Step-Change to Extend Progress on Multiple Fronts; Abstract; 1 Introduction; 2 Integrative Approaches to Sustainability; 3 The Context; 4 Interventions to Take Sustainable Development to a New Level-Greener Campus and 'ESD +'; 5 Reinvigorating the Education Agenda; 6 EcoCampus; 7 Staff and Student Awareness and Engagement; 8 Discussion and Lessons Learned; 9 Sustainable Development Research; 10 Conclusion; References
3 Benchmarking Sustainability Research: A Methodology for Reviewing Sustainable Development Research in UniversitiesAbstract; 1 Introduction; 2 The UK Policy Context; 3 Measuring Sustainability Research; 4 The Research Context at Kingston University; 5 Background to Kingston University, London; 6 Research Question and Methods; 7 Data Sources; 8 Data Analysis-External Viability Factors and Sustainability Key Words; 9 Data Analysis; 10 Analysis of Findings; 11 Limitations of the Research; 12 Conclusions and Recommendations; References
4 Education for Sustainable Development and the Eco-school Initiative in Two Primary and Two Early Years Settings in the North East of EnglandAbstract; 1 Introduction: Education for Sustainable Development and Eco-schools; 2 Methodology and Conceptual Framework; 3 Results and Analysis; 4 Schools A and B; 4.1 Topic 1: How the Schools Became Interested in the Eco-school Initiative-The Lead Practitioner/Teacher's Role; 4.2 Topic 2: Impact upon Pupils; 4.2.1 Emotional Development; 4.2.2 Cognitive Development-Sustainability Issues; 4.3 Topic 3: Impact upon the Community
5 Early Years Settings A and B5.1 Topic 1: How the Settings Became Interested in the Eco-school Initiative-The Lead Practitioner/Teacher's Role; 5.2 Topic 2: Impact on Pupils; 5.2.1 Emotional Development; 5.2.2 Cognitive Development-Sustainability Issues; 5.3 Topic 3: Impact upon the Community; 6 Discussion and Conclusion; 6.1 Practitioners and Settings; 6.1.1 Eco-school Is Seen as an 'Add-on' Rather Than a 'Built-in' Activity; 6.2 Sustainability; 7 Limitations; References; 5 Education for Sustainable Development for Employees-A Route to Behavioural Change; Abstract; 1 Introduction
3.5.3 Student Employability Award4 A Sustainable Campus; 5 Conclusions and Way Forward; References; 2 An Integrative Approach to Sustainable Development Within a University: A Step-Change to Extend Progress on Multiple Fronts; Abstract; 1 Introduction; 2 Integrative Approaches to Sustainability; 3 The Context; 4 Interventions to Take Sustainable Development to a New Level-Greener Campus and 'ESD +'; 5 Reinvigorating the Education Agenda; 6 EcoCampus; 7 Staff and Student Awareness and Engagement; 8 Discussion and Lessons Learned; 9 Sustainable Development Research; 10 Conclusion; References
3 Benchmarking Sustainability Research: A Methodology for Reviewing Sustainable Development Research in UniversitiesAbstract; 1 Introduction; 2 The UK Policy Context; 3 Measuring Sustainability Research; 4 The Research Context at Kingston University; 5 Background to Kingston University, London; 6 Research Question and Methods; 7 Data Sources; 8 Data Analysis-External Viability Factors and Sustainability Key Words; 9 Data Analysis; 10 Analysis of Findings; 11 Limitations of the Research; 12 Conclusions and Recommendations; References
4 Education for Sustainable Development and the Eco-school Initiative in Two Primary and Two Early Years Settings in the North East of EnglandAbstract; 1 Introduction: Education for Sustainable Development and Eco-schools; 2 Methodology and Conceptual Framework; 3 Results and Analysis; 4 Schools A and B; 4.1 Topic 1: How the Schools Became Interested in the Eco-school Initiative-The Lead Practitioner/Teacher's Role; 4.2 Topic 2: Impact upon Pupils; 4.2.1 Emotional Development; 4.2.2 Cognitive Development-Sustainability Issues; 4.3 Topic 3: Impact upon the Community
5 Early Years Settings A and B5.1 Topic 1: How the Settings Became Interested in the Eco-school Initiative-The Lead Practitioner/Teacher's Role; 5.2 Topic 2: Impact on Pupils; 5.2.1 Emotional Development; 5.2.2 Cognitive Development-Sustainability Issues; 5.3 Topic 3: Impact upon the Community; 6 Discussion and Conclusion; 6.1 Practitioners and Settings; 6.1.1 Eco-school Is Seen as an 'Add-on' Rather Than a 'Built-in' Activity; 6.2 Sustainability; 7 Limitations; References; 5 Education for Sustainable Development for Employees-A Route to Behavioural Change; Abstract; 1 Introduction