By J. Paulo Davim
Support in better schooling is an rising region of significant curiosity to professors, researchers and scholars in educational associations. Sustainability in better Education presents discussions at the alternate of knowledge among diversified facets of sustainability in greater schooling. This ebook contains bankruptcy contributions from authors who've supplied case stories on quite a few parts of schooling for sustainability.
- focus on sustainability
- present reports in facets similar with better education
- explores various academic points from an sustainable viewpoint
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Example text
They convince superiors, form coalitions, allay fears, and motivate and inspire employees and teams to leave old paths and take responsibility for social and environmental issues (Buchanan & Boddy, 1992; Rogers, 2003). Typically, change agents incorporate the multiple roles of manager, consultant, leader, expert, team player, catalyst, promoter, and entrepreneur (Caldwell, 2003 for a classification of change agency models). In the specific context of sustainability management, a change agent for sustainability can be defined as an actor who deliberately tackles social and ecological problems with the entrepreneurial means to effectively put sustainability management into organizational practice and to contribute to a sustainable development of the economy and society (these goals link to the concept of corporate sustainability; see Schaltegger & Burritt, 2005).
A crucial question for curriculum development in sustainability management is whether there are significant differences between the competences required for sustainability managers as opposed to the competences necessary for conventional managers and, if such differences exist, which competences prove to be the most important for sustainability managers to be successful in corporate practice. To investigate in detail which competences sustainability professionals perceive to be highly relevant for their job we compared the survey results for those alumni with a position in sustainability management (group 1: full-time sustainability manager, n = 35) with those respondents who only occasionally or hardly ever deal with sustainability issues (group 2: other occupational focus, n = 25).
The topics are as diverse as the companies themselves (the spectrum ranges from small and medium companies to multinational corporations) and include for example, sustainability strategies, communication concepts for corporate sustainability, tools for carbon footprinting, or key performance indicators for energy management. The students stay at the company’s premises for a week where they are in close contact with a topic sponsor and various employees. During the week, at least two lecturers supervise and discuss ideas, approaches, and interim student presentations.