The USAT: A theory informed indicator-based assessment tool and its relevance in green skills research Mucha Togo Unisa

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The USAT: A theory informed indicator-based assessment tool and its relevance in green skills research Mucha Togo Unisa

Aims for developing the tool To support a whole systems approach to sustainability mainstreaming An understanding of a systems thinking approach and critical realist analysis in assessing and enhancing mainstreaming of sustainable development

Enhancing Systemic Contextual Understanding: The USAT TOOL Background to its development Theory informed design USAT Environment -Context -Sustainability declarations Theories -Critical Realism -Systems thinking Other SATs -SAQ -AISHE -GASU Basic Critical Realism Reality exists independent of knowledge Social reality is stratified into three levels (Real – causal mechanisms; Actual – activated mechanisms; and Empirical – current experiences) Determining sustainability issues mainstreamed levels of integration of sustainability in practices Exploring causal factors behind the sustainability picture Systems theory interrelationships and interconnections among phenomena a systems view of education Analytical framework - abduction determining systemic issues to be addressed in developing a systems thinking approach to mainstreaming support a whole systems approach to sustainability mainstreaming

The USAT USAT Part A: Curriculum, Teaching approaches, Research, Community Service, Examinations, Staff Expertise USAT Part B: Operations and Management USAT Part C: Students Involvement USAT Part D: Policy and written statements

The design of the tool Flexibility of use: Unit versus whole teaching departments University operational divisions Different strata may possess different powers therefore influencing the whole in different ways (Archer, 1995) Inclusive of various university sections Students, management (staffing), policy etc in addition to common functions like teaching, research and CE Indicator-based Guidelines For benchmarking, comparative analysis, progress Indicators

Using the USAT Head of department, faculty or programme coordinator, etc. Rating of indicators by completing the score sheet Based on the score X -Interviews -Content analysis (course outline/contents, PEQ papers etc.) -Interviews -Content analysis (course outline/contents, PEQ papers etc.)

EXAMPLE: Part A USAT Assessment results (UNISWA) Geography, Env Sciences and PlanningAcademic communication and skills Quite a number of courses with sustainability contentLow integration on sustainability in the curriculum A high level of engagement with sustainability in researchThere is integration of sustainability in research Community engagement initiatives which focus on sustainabilityNo community engagement initiatives with a focus on sustainability Average score from the sustainability assessment: 3.6Average score from the sustainability assessment: 0.5 Geography, Env Sciences and Planning Academic communication and skills

CR analysis Significance Providing mainstreaming guidelines and targets Benchmarking initiatives Assessing progress Reporting Empirical: USAT - level of integration Actual: Systems theory – recontextualisation of data to determine responsiveness of practices to relevant sustainability challenges Morphogenesis – historical emergence of sustainability Real: ontological depth - Causal factors influencing practices What it enables

Noted Challenges Clear picture of sustainability mainstreaming but no explanation, no examples - Use of other methods to complement collected data Not all respondents had a good understanding of sustainable development issues – elaboration Understanding the tool (indicators and rating) – involvement of researcher in the assessment process

Significance of theory informed indicator based tools in green skills research Understanding of existing green practices – their history and causality (CR) Quick and easy identification of mainstreaming gaps (pictorial view) Relevance to context (systems theory - recontextualisation) decision-making tool: identifying key and relevant practices for mainstreaming baseline data enabling on-going assessment of progress. Significance