1. Ingrid Mula RCE Severn Coordinator Leading Curriculum Change: Strategic approaches to ESD and Quality

2. Project Lifecycle = October 2010 - October 2012 Core Team = 5 HE institutions (Aston, Brighton, Oxford Brookes, Exeter, Gloucestershire) Funded by HEFCE LGM and supported by QAA Ambitions: Influence and achieve changes in Quality Assurance and Quality Enhancements systems Goals: Initiate University and sector-level conservations - quality frameworks and ESD. Pilot ways of embedding EfS into routine curriculum development processes; Improve institutional approaches and academic staff development for EfS; Develop guidance materials and CPD sessions on EfS as a quality issue; Generate insights for leadership around institution-wide curriculum innovation.

3. Project Mechanisms Each of the pilot projects works with the grain of their institution to bring change into different aspects of Quality Assurance (QA) & Quality Enhancement (QE): QA POLICY & FRAMEWORKS:- QA Handbooks and Guidance Course Review and Validation New Course Proposals QA PROCESSES & SYSTEMS:- Review and Validation Panels Curriculum Monitoring Audits QE INSTITUTION-WIDE:- Academic Staff CPD Provision Institutional T&L Strategies Generic T&L Guidance Materials Work with Senior QA & QE Staff QE DEPARTMENT LEVEL:- Consultations - Teaching Teams Subject Guidance Materials Sessions with Academic Staff Expert Advisory Board - steering the project to understand and influence the sector landscape, providing stakeholder perspectives from HE, civic and business leaders CORE PROJECT TEAM: University of Gloucestershire Aston University University of Brighton University of Exeter Oxford Brookes University Sector Activities: Planning and implementing sector level consultation and dialogue, building capacity and dissemination of findings 5 Institutional Pilots: Carrying out development work to bring sustainability education into the QA and QE systems of each HEI SECTOR LEVEL COMPONENTS: DIALOGUE & DEVELOPMENT WORK INSTITUTIONAL COMPONENTS: 5 HEI PILOT PROJECTS Critical Friends Group - sourcing advice from experts in sustainability education in HE, covering different subject areas, education development units and relevant professional bodies Work with Sector Agencies - consultation with sector agencies that oversee quality agendas and academic infrastructure (QAA, HEA) - developing recommendations and guidance tools, plus capacity building activities and meetings

4. Pilot UniversityApproach to ESD in Quality Assurance and Enhancement Aston University-Connecting with strategies on low carbon and green ICT -Curriculum development linked to industry/professions University of Brighton -Aligning ESD with strategies on community engagement -Linking existing education themes and assurance processes University of Exeter-Building on interdisciplinary sustainability research profile -College pilot work to develop an adaptable ESD approach University of Gloucestershire -Positioning ESD in the corporate approach to sustainability -Strengthening QA frameworks and providing QE supports Oxford Brookes University -Engaging the education developers and graduate attributes -Aligning ESD with existing strategies for global citizenship

5. The pilot institutions represent : diversity of profile and provision working ‘with the grain’ of own institutional strategic priorities and QA/QE systems. different pathways in working to bring Efs into alignment with other educational themes. Each pilot designed specific approaches and mechanisms to influence organisational change.

6. Tangible Outcomes: -New levels of executive commitment to embedding EfS across the curriculum at Aston University and the University of Gloucestershire -New approaches and steps to implement existing commitments at Exeter University and the University of Brighton -More effective embedding of EfS into existing quality initiatives at Oxford Brookes University. For some institutions, it has been important to: 1. Cast an eye to the future and begin to think more deeply about the approach they take to sustainability as a corporate concern. 2. Consider their strategic positioning in relation to future institutional quality audits – prepare for workable ways to demonstrate commitment and good practice in EfS

7. Creative Tensions for Innovation 1. Shifting conceptual ground around definitions 2. Different disciplinary self-perceptions of links with EfS 3. Multiple delivery pathways – hidden and formal 4. Thematic overlaps between EfS and other institutional priorities 5. Structural Challenges in creating interdisciplinary learning opportunities 6. Pedagogic research and opportunities for professional development

8. 1. Orientation – introduces the project and EfS and Quality in HE 2. Pathfinder – issues in connecting EfS with HE quality systems 3. Destinations – significance of the project and future pathways 4. Kitbag – resources, project materials, literature and tools PROJECT TOOLKIT: http://efsandquality.glos.ac.uk

9. INSTITUTIONAL REVIEW Q: The QAA reviewer: What would you expect to see at an institution that claims to be tackling sustainability coherently as a cross- curricular issue? Q: Respondent to a QAA reviewer: How might you articulate a sound enhancement approach that tackles sustainability and is embedded in institutional processes? THE COURSE VALIDATION PROCESS Q: The validation panel Chair: What types of questions would you ask of a course team, to explore their level of academic engagement with sustainability? Q: The course development team: How might you plan ways to engage the teaching team and student cohort with sustainability issues at programme level?

10. Prof Daniella Tilbury, University of Gloucestershire, Project Director Dr Alex Ryan, University of Gloucestershire, Project Manager Dr John Blewitt, Aston University Pauline Ridley, University of Brighton Harriet Sjerps-Jones, University of Exeter Leading Curriculum Change for Sustainability: Strategic Approaches to Quality Enhancement