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Supporting our students towards a more responsible future Victoria Tait

2. What is a Responsible Future?
What should our students know?
What should they be able to do?
How should they behave?

3. “Education is the most powerful weapon you can use to change the world
“Education is the most powerful weapon you can use to change the world.” Nelson Mandela.
Why are we focussing on education? It has the potential to change the world…

4. Why HE?
“Globally around 3% of people attend University but they take up 80% of leadership positions” (Chuck Hopkins, UNESCO chair)

5. Why UK HEI?
“55 of the world’s circa 196 Heads of State went to University in the UK (Higher Education Policy Institute, 2015)”

6. Employers need
“ 70% of organizations say sustainability has a permanent place on the management agenda, and almost none say they plan to reduce their commitments…. Moreover, 68% say their organization’s commitment to sustainability has increased in the past year (in 2009 just 25% of companies said this was the case).” MIT Sloan Management Review 2012

7. NUS/HEA Students attitudes towards and skills for sustainable development (2011-2014)
Slide courtesy of NUS

8. The HEA have produced a document showcasing that education for sustainability means better learning and teaching outcomes for students

9. Education for sustainable development/education for sustainability is the process of equipping students with the knowledge and understanding, skills and attributes needed to work and live in a way that safeguards environmental, social and economic wellbeing, both in the present and for future generations.

10. Sustainability covers:

11. Sustainability skills include:
creative problem solving
critical awareness and ability to assess information
capacity for self-reflection
a commitment to lifelong learning
innovative and proactive approach
adaptable and resilient to change
engaging and dynamic communication – written and oral skills
effective networkers and facilitators
work cooperatively with others
understand how to act as a responsible citizen
'systems thinking' – understand how environments, societies and economies are all connected and impact on one another
understand how your actions affect the future, both your own and others'.

12. UNESCO defines sustainability values as:
respect for the dignity and human rights of people throughout the world, and a commitment to social and economic justice for all
respect for the human rights of future generations and commitment to intergenerational responsibility
respect and care for the greater community of life in all its diversity, which involves the protection and restoration of the Earth's ecosystems
respect for cultural diversity and a commitment to build locally and globally a culture of tolerance, non-violence and peace

13. What does this look like in terms of teaching and learning?
Divergent views can be shared and explored in a safe environment
There are opportunities for deep and critical reflection on students' own perspectives and what has influenced their thinking and practices in this area
Democratic and participatory learning approaches are modelled
Interdisciplinary approaches, systems thinking and holistic thinking are encouraged
Teaching, learning and assessment activities are linked to real-life concerns

14. What is Anglia Ruskin doing?
Level 6
Knowledge: the learner has the awareness and ability to apply their knowledge and understanding and work with others to take action which promotes the principles of sustainability Skills: the learner has developed the attitudes and skills to make informed decisions that reflect care, concern and responsibility for themselves, for others and the environment, now and in the future.
Level 7
Knowledge: the learner has the awareness and ability to apply critically their knowledge and understanding and work with others to take proactive action which promotes the principles of sustainability.
Skills: the learner has developed the attitudes and skills and is
able to apply their knowledge to make informed decisions and take actions that reflect care, concern and responsibility for themselves, for others and the environment, now and in the future.

15. EfS case study: Linking sustainability, accounting and financial management
Module reflects recognition generally that sustainability can no longer be seen as merely a matter of either personal conviction or a need for minimal compliance with regulatory standards
It starts from a business perspective and asks how mainstream business accounting methods can be related to the issues of sustainability
The module is designed around a number of leading studies, in each case evaluating its internal logic and evidence base and assessing the business situations in which it may be relevant for use
A further underlying theme is to relate the module content to what students will have already learned in previous accounting and finance modules and so far as possible to any employment experience

16. EfS case study: Linking sustainability, accounting and financial management
Implementation
Copies of selected research papers and reports are distributed to students at the end of a class with a request that they read these papers before the next class and arrive ready to discuss
Students are allocated to groups at random and are provided with a list of discussion topics with the lecturer observing
Students then feedback at the end of each lesson with individuals being chosen at random to share their work
The assessment process mirrors the above approach as each student is required to select a pair of companies’ published Sustainability Reports and evaluate these from the perspective of a hypothetical third organisation

17. EfS case study: Linking sustainability, accounting and financial management
Feedback
Some students initially found the learning style unfamiliar and a cause of uncertainty, particularly when they have been previously accustomed to a more didactic style of teaching, but the majority have expressed appreciation for this as a complement to the skills they have developed through other approaches
Students invariably commented positively on the group discussion approach, for example, ‘excellent way of expressing ideas and gaining an understanding of the topic’

18. How can the EfS team support you
Responsible Futures Dissertation prize
Be the Change grant, Sustainable Sanji, Staff and student resources, Responsible Futures dissertation prize, MSc Sustainability in partnership with the Eden Project
MSc Sustainability