Sustainable Development in the Curriculum: A Key CSR Commitment Fraser Lovie Policy, Planning & Governance Amy Gray Environment Office CREF Presentation, 13 March 2008

Content Definitions CSR/Sustainable Development in an HE context Typology of Sustainability in HEIs Aberdeen and SD Reasons to Pursue SD in HE Conclusions & Next Steps CREF Presentation, 13 March 2008

Definition of SD Sustainable Development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Brundtland Commission, 1987 CREF Presentation, 13 March 2008

UN Decade of Education for SD The goal of the United Nations Decade of Education for Sustainable Development ( ) … is to integrate the principles, values, and practices of sustainable development into all aspects of education and learning. This educational effort will encourage changes in behaviour that will create a more sustainable future in terms of environmental integrity, economic viability, and a just society for present and future generations. UNESCO CREF Presentation, 13 March 2008

HE & CSR CREF Presentation, 13 March 2008

HE & CSR CREF Presentation, 13 March 2008

HE & CSR

CSR/SD Impact Areas for HE CREF Presentation, 13 March 2008 ResearchCurriculum OperationalCommunity

Typology of SD in HEIs Minimal Inclusion –one-off courses; limited commitment; limited research Moderate Inclusion –some degrees with SD; pockets of research excellence but SD not yet a strategic priority Routine Inclusion –SD an institutional priority; many students exposed to SD in courses or as part of student experience Structural Inclusion –systematic exposure to SD as part of degree prog and experience; SD a strategic & operational priority Strategic Inclusion –SD seen as a key institutional USP; efforts to fully embed SD across curriculum CREF Presentation, 13 March 2008

Aberdeen and ESD Expand –the number of courses with SD content and number of students exposed to SD issues e.g. NAC model+ Enrich –all/most programmes with some consideration of SD Embed –cross-reference SD into the whole curriculum and in all cases Enhance –existing activity e.g. ACES, CHP, OceanLab, Cruickshank Gdns, Lifelong Learning –reflect operational activity with commitment in all areas CREF Presentation, 13 March 2008

Reasons to Pursue Contribution –supports the wider operational effort to do our bit Employability –enhances graduate employability Knowledge Economy –supports the development of core skills Competitiveness/Benchmarking –enhance institutional reputation i.e. supports strategy –recognises we will be judged on our performance National/International Initiatives –UNESCOs Decade for ESD –Scottish Government strategic objectives CREF Presentation, 13 March 2008

Conclusions / Considerations Does the new NAC model go far enough? –embedding versus additionality –how to expose all/most students How can we build on existing activity? –Expand Enrich Embed and Enhance Where can we play our part? –Community engagement. –Research that reflects institutional values. –Curriculum as a key driver. PLUS – skills for sustainability reflect enlightened self interest. CREF Presentation, 13 March 2008

Next Steps Resources to exploit: –HE Academy ESD Project CETL at University of Plymouth Scottish network Newsletter –EAUC ESD online resource bankESD online resource bank –UNESCO Decade of ESD WebsiteDecade of ESD Website Key players: –Prof Patricia Broadfoot: VC, Univ of Gloucestershire –Dr Prof Peter Hopkinson: Director of Sustainable Education, Univ of Bradford Ecoversity –Dr Stephen Sterling: CETL, Univ of Plymouth CREF Presentation, 13 March 2008

Questions? Fraser LovieAmy Gray E: T: T: CREF Presentation, 13 March 2008