TY - JOUR
T1 - Key competencies in sustainability in higher education—toward an agreed-upon reference framework
AU - Brundiers, Katja
AU - Barth, Matthias
AU - Cebrián, Gisela
AU - Cohen, Matthew
AU - Diaz, Liliana
AU - Doucette-Remington, Sonya
AU - Dripps, Weston
AU - Habron, Geoffrey
AU - Harré, Niki
AU - Jarchow, Meghann
AU - Losch, Kealalokahi
AU - Michel, Jessica
AU - Mochizuki, Yoko
AU - Rieckmann, Marco
AU - Parnell, Roderic
AU - Walker, Peter
AU - Zint, Michaela
N1 - Publisher Copyright:
© 2020, Springer Japan KK, part of Springer Nature.
PY - 2021/1
Y1 - 2021/1
N2 - Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide.
AB - Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide.
KW - Curriculum development
KW - Education for sustainable development
KW - Key competencies
KW - Learning objectives
KW - Sustainability problem solving
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U2 - 10.1007/s11625-020-00838-2
DO - 10.1007/s11625-020-00838-2
M3 - Article
AN - SCOPUS:85088800103
SN - 1862-4065
VL - 16
SP - 13
EP - 29
JO - Sustainability Science
JF - Sustainability Science
IS - 1
ER -