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The big green lab projectLucas, Beverley J., Comerford Boyes, Louise, Karodia, Nazira, Munshi, Tasnim, Martin, William H.C., Hopkinson, Peter G. 03 1900 (has links)
Yes / Beverley Lucas and her colleagues give us a big green welcome to the Ecoversity of Bradford
In 2005, the Higher Education Funding Council for England (Hefce) stated that ‘the greatest contribution a university can make to sustainable development is through the education of their graduates’. The University of Bradford took up the gauntlet, embedding sustainable development in all areas of its campus whilst also transforming the curriculum across the university to educate for sustainable development. This led to them coining themselves an ecoversity. / The authors would like to thank the National HE STEM Programme for funding this project.
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Peer-to-peer learning processes ¿ an Ecoversity case studyHopkinson, Peter G., Miles, S., Hughes, P., Comerford Boyes, Louise January 2009 (has links)
No
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Towards the Sustainable University.Hopkinson, Peter G. January 2009 (has links)
No / All universities have the capacity to embrace, embed or ignore
sustainable development. Looking across the sector and reflecting on
the past seven years and my own institutional experiences, the key
finding is that change for campus and curriculum-based sustainability is
clearly possible but unpredictable.
For many years my own institution (University of Bradford) struggled to
make progress in a number of key aspects of `campus greening¿ including
recycling, green build, energy management, green travel, fair trade etc.
It employed its first environmental manager as recently as 2003. Up until
2007, education for sustainable development (ESD) was largely found
in one small academic department. Now, as this paper describes, it is a
central feature of the learning and teaching strategy for the university
and an overall institutional objective.
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The Potential for Sustainable Development to Reshape University Culture and ActionHopkinson, Peter G. January 2010 (has links)
No / This paper describes an institutional strategy (Ecoversity) to embed sustainable development across the full range of university activities and services and reflects on two different phases of Ecoversity providing illustrations and case examples of specific actions and changes that have occurred. The programme has begun to deliver tangible benefits to the institution and has begun to act as a catalyst for, and link up with other, internal initiatives that are seeking to reshape the university culture and core activities around sustainable development. The paper reflects on the process of change and describes a process model that captures many of the key elements that needed to be addressed to initiate change and scale up activities. The process model is helpful in analysing barriers to change and how change can be achieved. The project illustrates a conscious and deliberate process for embedding SD within a university culture and offers a coherent conceptual framework for describing change
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