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Chelmsford, 21st January, 2011

PROMOTING ENVIRONMENTAL BEHAVIOUR IN HIGHER EDUCATION INSTITUTIONS Research in Progress By: Dr. Beatriz Acevedo Lecturer in Sustainable Management Anglia Ruskin University. University Forum for Human Resource Development. Chelmsford, 21st January, 2011. Presentation. Presentation.

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Chelmsford, 21st January, 2011

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  1. PROMOTING ENVIRONMENTAL BEHAVIOUR IN HIGHER EDUCATION INSTITUTIONS Research in Progress By: Dr. Beatriz Acevedo Lecturer in Sustainable Management Anglia Ruskin University University Forum for Human Resource Development Chelmsford, 21st January, 2011

  2. Presentation Presentation “If you want truly to understand something, try to change it” Lewin • What are the main challenges in terms of HRD for Higher Education institutions, regarding education for sustainable development. • Preliminary results of a case study at Anglia Ruskin University based on the Green Impact Awards / 2010: Organizational behavior.

  3. Drivers & Attractors for ESD(*) Drivers and Attractors for ESD & Organizational Change Leadership Internal Drivers Drivers Temporal Energy from bottom External Senior & Fleming (2006), Organizational Change Based on Peter Hopkinson, Eco-versity of Bradford Temporal Environment

  4. Education for Sustainable Development COMMUNITY CURRICULUM CAMPUS: Estates, facilities, buildings - behaviour

  5. Achievements at Anglia Ruskin University • Business in the community - Bronze Award • People and Planet - 10th place in the Green League • Cambridge Climate Change Charter • Carbon Trust Standard • ISO 14001 • National Union of Students - Silver Sound Environment CAMPUS: Estates, facilities, buildings - behaviour

  6. Environmental Management ARU Green Impact Awards • University of Bristol 2009 • DEFRA and NUS - 23 Universities across the UK • Friendly competition amongst staff teams. • Environmental Champions • Behavioral change

  7. Research Methodology (1) What are the motivations for members of the ARU community (staff + students) to engage in sustainable/green behavior and practices • Action Research (Marshall and Reason, 2001) • 12 semi-structured interviews with team leaders and team members • Workshop with students/ GIA auditors • Content analysis + NVivo

  8. Literature Review • Organizational Development (Albright, 2004; Cummings & Worley, 2005) • Incentives, motivation and rewards (Koester et al, 2006) • Resistance to change (Trushman et al., 1988; Lozano, 2006) • Power & Organizational Culture (Robbins, 2005; Foucault, 1979; Alvesson and Deetz, 2005) • Education for Sustainable Development - Action Learning (Orr, 2005; Morin, 2001) Keywords: Organizational Behavior, organizational development, Higher Education, ESD, Greening the campus, Change...

  9. (1) Staff Participation (Administrative) • 14 teams participated, 200 people, 16 departments • Most of teams achieved bronze, silver and one gold.

  10. (2) Student participation as eco-auditors • 6 students from AIBS were trained as eco-auditors as part of the module on Int. Environmental Mgt. • Action Learning + Professional development

  11. Some preliminary findings • “I am generally a green person” • ... the role of environmental champions • “Nagging” vs. “Inspiring” • ...incentives, motivations and difficulties • “I thought, argh! this is another task on top of what we have to do” • ...resistance to change / HRD? • “the University should ensure that waste is really separated, otherwise it is not worth”... • ...systemic coherence

  12. ANALYTICAL FRAMEWORK Individual Subjective (Personal values, worldviews) Individual Objective (Roles, skills, networks) Collective Subjective (Group cultures, shared norms) Collective Objective (Political, economical, technological, legal) From: Ballard, 2005 ‘Using learning processes to promote change for Sustainable Development”, adapted from Wilber, K. A Theory of Everything: An integral vision for business, politics, science and spirituality

  13. Results & Challenges • How to support and reward the role of environmental champions. • Systemic changes, structural reforms, the role of HRD. • Enhancing the learning community • Students as eco-auditors: best practice! • Sustainable Leadership

  14. Synthesis • A rich path for exploration in terms of HRD and OB/OD • Continuation and improvement of the students participation as eco-auditors. • Further tasks in relation to education for sustainable development at ARU

  15. Questions email: Beatriz.Acevedo@anglia.ac.uk

  16. References Gough S. and Scott W. 2002. Higher Education and Sustainable Development. London: Routledge. Leal Filho, W. (ed) (1999) Sustainability and university life: environmental education, communiction and sustainability. Berlin: Peter Lang. Leal Filho, W. and Wright, TSA. (2002) Barriers on the path to sustainability: European and Canadian perspectives in higher education. International Journal of sustainable Development and World Ecology. 9(2): 179-86 Lozano, R. 2006. Incorporation and institutionalization of SD into universities: breaking through barriers to change. Journal of Cleaner Production 14: 787-796 Orr, D. What is education for? In Orr, D. editor: Earth in mind. Washington: island Press; 1995. P. 7-15 UNESCO (1997) Thessaloniki declaration. Gland: UNESCO. Carr, W. and Kemmis, S. (1986), Becoming Critical: Knowing Through Action Research, Lewes: Falmer Press Albright, K. (2004) 'Environmental Scanning: radar for success', The Information Management Journal. May/June, pp. 38-45 Cummings, T. G. and Worley, C. G. (2005) Organization Development and Change (6th edn) Cincinnati, OH: South-Western College Publishing Senior, B. & Fleming, J. (2006), Organizational Change, (Third Edition) Harlow: Prentice Hall, Financial Times

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