1. Student Perspectives on Sustainable Behaviour and Action Russell Goodwin 24 th February 2009 - “Am I Bovvered ?”

2. “Am I Bovvered ?” Student Perspectives on Sustainable Behaviour and Action My Research Rationale … and some key concepts ESD as Transformative Learning? The research process What have I got so far? Progress to date So … are they ‘bovvered’? Over to you! group activity What do you think? Feedback Agenda:

3. My Research: Rationale “Am I Bovvered ?” “Anyone over the age of 50, given reasonable good luck, can expect life to go on much as it is now until we achieve our generous life expectancy. Those between 20 and 50 will need unusually good luck for that to happen and anyone under 20 has no chance at all. Something is going to have to change...” George Walker, Head of the International School, Geneva (2002) from www.cee.org.uk

4. My Research: Key Concepts Ecological Citizenship A citizenship of obligation A sense of duty and responsibility whereby people want to adopt sustainable behaviours and actions “… people sometimes choose to do good for other reasons than fear (of punishment or loss) or desire (for economic rewards or social status). People sometimes do good because they want to be virtuous” (Beckman, 2001) “Ecological citizens … would harbour a commitment to the principles and would ‘do good’ because it is the right thing to do” (Dobson, 2003) “Am I Bovvered ?”

5. My Research: Key Concepts Education for sustainable development is about learning to: - respect, value and preserve the achievements of the past; - appreciate the wonders and the peoples of the Earth; - live in a world where all people have sufficient food for a healthy and productive life; - assess, care for and restore the state of our Planet; - create and enjoy a better, safer, more just world; - be caring citizens who exercise their rights and responsibilities locally, nationally and globally. “Am I Bovvered ?” ESD wants to challenge us all to adopt new behaviours and practices to secure our future. UN Decade of Education for Sustainable Development (2005-2014)

6. My Research: Key Concepts ESD as … … Transformative Learning “… a quality of learning that is deeply engaging and touches and changes deep levels of values and belief through a process of realisation and re-cognition” (Sterling 2003) “… development of a deep awareness of alternative worldviews and praxis such that he/she ‘sees things differently” (Wooltorton, 2002) “Am I Bovvered ?” ESD wants to challenge us all to adopt new behaviours and practices to secure our future

7. My Research: Context University of Gloucestershire Learning, Teaching and Assessment Strategy Learning for Sustainable Development Every student will have the opportunity to engage in education for sustainable development. Sustainability includes living within environmental limits and ensuring a just and healthy society; it is at the heart of the University’s Mission. As well as learning about sustainability through the curriculum, students will have opportunities to undertake specific sustainable development activities. Our Sustainability Strategy (2008-2012) … provides a sustainability vision for the University which is focused on ‘shifting mindsets’ as well as ‘changing unsustainable practice’. “Am I Bovvered ?”

8. My Research: Process Longitudinal following the same students throughout their undergraduate study Structured Survey Questionnaires New Ecological Paradigm (Dunlap et al.) Personal Values Questionnaire (variant of the Schwartz Values Survey) Material Values Scale (Richins & Dawson) Semi-structured Interviews 1 to 1, audio recorded & transcribed “Am I Bovvered ?”

9. 30 University of Gloucestershire undergraduate students My Research: Process

10. My Research: Progress to date “Am I Bovvered ?” 1 st Stage Interviews and questionnaires complete 2 nd Stage underway 3 rd Stage scheduled for December 2009 Thesis submission August 2010

11. So … are they ‘bovvered’? General Observations to date Family, friends and social networks valued Strong awareness of need for work/life balance Do not appear to be overly materialistic Favour experiences over possessions Favour job satisfaction over pay Show awareness of sustainability issues and some concern for the future Consequently demonstrate some sustainable behaviours (when it’s easy!) “Am I Bovvered ?”

12. General Observations to date Generally feel that the individual is unable to make a difference Have a sense that someone somewhere will do something Have a strong reliance/faith in technology finding the solutions Consequently, primary focus is on own situation and either; have faith/hope that the problems will be solved somehow, or believe that change will occur after catastrophe, and just hope this will not be for some time “Am I Bovvered ?” So … are they ‘bovvered’?

13. Transformative Learning – Occurrence Model “Am I Bovvered ?” Event Process Epiphany Gradual Realisation

14. Examples Student A - English language and publishing 1 st Year Interview “ … I mean I'm a bit shallow in that I want to earn a lot of money but I think most people in the country want to earn a lot of money.” What are you going to do with that money? “Buy an Aston Martin hopefully! … Yeah. A DB9 something like that, but yeah just like.. I think I've got aspirations like much the same as a lot of people.” “Am I Bovvered ?”

15. Student A - English language and publishing 2 nd Year Interview “ … that’s what I’ve realised in the last year, it’s more about life experience …before I was more about …earn lots of money, get a nice car.. my opinions changed, the most important thing is to experience the most out of life” What’s brought about that change? “I thought to myself I don’t want to be another number... it’s just like meeting new people and … observance of people around me, like for some people they’ve done a lot of stuff and they just seem like well rounded people … I think it is University that has opened my eyes.” “Am I Bovvered ?” Examples

16. Student B - Geography 2 nd Year Interview “I don’t think anything's going to change until the world actually comes to a standstill because something has happened. I think that all the time that people have got resources they’re just going to use them up and use them up and it’s not until something runs out – like when you get a deadline you’re not going to do it two years in advance because it’s coming up – you’re going to leave it right until the end..” “Am I Bovvered ?” Examples

17. Student B - Geography 3 rd Year Interview (Reflecting on studies throughout course) “I’d say awareness is higher … but it’s a bit like smoking … you know it’s going to cause all these horrible things but you still do it because you can … until your gonna die, you keep doing it and I think maybe it’s a bit similar with the world … but then why wouldn’t you? … you use something until it’s extinct really and then find something else … but then I think I make my effort in other places so that’s my little vice that I can fly. But then I still do it with the understanding of the effects and the impacts it has.. I try and make up for it in other ways.” “Am I Bovvered ?” Examples

18. Student C – Events Management 2 nd Year Interview (referring to a trip at age 16, now 20) “…when I went on my challenge – I went to Tanzania, but my spending habits have completely changed from going to a developing country and seeing how little they have …I used to buy CDs and clothes and stuff all the time, obviously I used to get pocket money and that’s what you’d spend your money on; I don’t buy any of that anymore … when I came back it was like “I don’t really need any of that stuff” because what I’ve got is so much more than what they’ve got … I still don’t buy CDs and I hate the fact… if I do buy some music I will download it because I hate the bit of plastic that I’ve got that I will never use because everything is electronic now.” “Am I Bovvered ?” Examples

19. Over to you! Your thoughts on Transformative Learning In groups, consider the following: Do these examples show that transformative learning is or may be taking place? Referring to my Transformative Learning Model, what likely scenarios might bring about change? Indicate your thoughts on the model for feedback to the whole group “Am I Bovvered ?”

20. Transformative Learning – Occurrence Model “Am I Bovvered ?” Event Process Epiphany Gradual Realisation

21. Thank you! “Am I Bovvered ?”