Being scared is not enough! Motivators for education for sustainable development
Tipus de documentCapítol de llibre
EditorSpringer International Publishing
Condicions d'accésAccés restringit per política de l'editorial
This chapter presents an overview of positive motivators for students, lecturers, and educational managers to prioritize Sustainable Development in education. Very often, we implicitly assume that students and colleagues should all be motivated by the great challenges that the world faces. And if they appear not to react sufficiently to these challenges, we sometimes tend to give these challenges an apocalyptic character. But is this the right motivator for students and colleagues to work on Sustainable Development? We all know that if you only use a stick and no carrot… So why don’t we use more carrots? The bureaucracy that comes with tools for checking/auditing/evaluating the (SD content of) programs/curricula is not particularly a strong motivator for university lecturers. And building courses that add another subject to the erudition of the graduate might not be the right motivators for students that want to make a difference. We are often still in the process of convincing university managers to add SD to the curriculum, convincing colleagues to address SD, and convincing students to pick SD electives and address SD in their projects. How to motivate them to do this when this gives them no direct personal reward and even might increase their workload? The paper will explore options to develop motivating educating by reviewing case studies on educational renewal in four universities. It concludes that there are various options for more motivating education. However, to fully utilize these options, more priority should be given to education.
CitacióMulder, K. [et al.]. Being scared is not enough! Motivators for education for sustainable development. A: "Sustainability assessment tools in higher education institutions : mapping trends and good practices around the world". Springer International Publishing, 2013, p. 29-45.
Versió de l'editorhttp://link.springer.com/book/10.1007/978-3-319-02375-5