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Guide to Quality and Education for Sustainability in Higher Education in UK Universities

This comprehensive resource is an attempt to make connections between Education for Sustainability (EfS) and the practice of quality assurance and enhancement in the HE curriculum. It is based on a UK HEFCE funded project, Leading Curriculum Change for Sustainability: Strategic Approaches to Quality Enhancement, which took place between 2010 and 2012. The project was led by the University of Gloucestershire, working in collaboration with the UK Quality Assurance Agency and in partnership across a consortium with four other English HE institutions.

Materials

  • Guide to Quality and Education for Sustainability in Higher Education
  • These resources can be downloaded by members of Learning and Teaching Sustainability. Consider registering to be part of this community of practice

Intended Audience and Usage

This UK Guide has been developed for colleagues with various roles and interests in Higher Education:

  • University leaders who want to understand the educational aims of corporate sustainability commitments 
  • academic managers who would like to know how EfS can work as an institution-wide education concern
  • directors and leads in quality assurance roles wishing to understand how EfS relates to their work
  • lecturers who currently use EfS approaches but would like to work more strategically in this area
  • educational developers and learning support staff seeking to use EfS as part of quality enhancement
  • course leads who are interested in how EfS can inform the future development of provision

Staff working in and across all these areas, whether or not they have prior experience of EfS, may wish to better understand how it connects with other curriculum agendas and quality issues. The Guide will also be informative for Higher Education stakeholders and partner institutions who are interested in the development of the curriculum and of graduate capabilities to deal with complex real-world challenges. It should be of interest to those working outside Higher Education, to explore how EfS can become part of mainstream quality processes across the education system.

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