Participatory processes and institutional debate activities as key complementary aspects for embedding sustainability in higher education
Tipus de documentText en actes de congrés
Data publicació2008-09-22
EditorEESD 08
Condicions d'accésAccés obert
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continguts d'aquesta obra estan subjectes a la llicència de Creative Commons
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Reconeixement-NoComercial-SenseObraDerivada 2.5 Espanya
Abstract
Introducing sustainable development into educational programs of universities tend to be
approached under two complementary strategies: “top-down” and “bottom-up”. Top-down
strategies promote the adaptation of the institutional framework to the new challenges that
sustainable development generates into technical expertise areas. Bottom-up strategies focus
on institutional activities oriented to convincing or supporting lecturers in integrating sustainable
development in their different courses and projects. However, these actions are not enough for
the actual challenge if sustainable development is seen as a transformative social learning
process in which the role of academia regarding sustainable development “is not on integration
but rather one of innovation and systemic change within our institutions that will allow for more
transformative learning to take place”. Thus, there are other strategies “in-between” that
complement these to approaches, because they help to accelerate the institutional culture shift
and therefore facilitate the concrete changes needed. The aim of this paper is to describe the
UPC experience on the development of two complementary aspects developed under its UPC
Sustainable 2015 institutional strategy: participatory processes and institutional debate
activities.
CitacióEsteban F., Ferrer-Balas D., Barceló M. "Participatory processes and institutional debate activities as key complementary aspects for embedding sustainability in higher education". Proceedings of EESD 08 International Conference of Engineering Education in Sustainable Development. Graz: TUGraz, 2008
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