Transformative learning methods in interdisciplinary postgraduate education for sustainable development (ESD)

David Grierson, Karen Munro

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This paper explores the relationship between education for sustainable development (ESD) and interdisciplinarity in the context of architecture and engineering higher education, presenting a case study of the University of Strathclyde Glasgow's Sustainable Engineering (SE) postgraduate programme, within the wider context of common principles and practices present across HEIs. The paper - one of a series - offers an overview of the SE programme between 2004 and 2015 (coinciding with UNDESD) and discusses its growing focus on interdisciplinarity and the introduction of transformative learning methods over the study period. The study uses a methodology of statistical analysis of enrolment and graduation trends on the SE programme alongside a discursive analysis of course and module provision specific to learning methods for ESD and interdisciplinarity. The study finds that, within the SE programme, both the courses and modules that have an SD focus exhibit the greatest longevity over the study period and are selected by students significantly more often than other courses and modules. The finding supports previous studies that report an increased appetite for such courses and classes. The learning methods employed on the modules align with those considered exemplary in the literature surrounding ESD, and demonstrate the programme's aspirations towards increased interdisciplinarity in postgraduate ESD. The paper provides insight into the practices and outcomes of a specific longstanding programme, offering opportunity for reflection, discussion and comparison with similar programmes.

LanguageEnglish
Pages209-227
Number of pages19
JournalArchnet-IJAR
Volume12
Issue number1
DOIs
Publication statusPublished - 31 Mar 2018

Fingerprint

learning method
Sustainable development
sustainable development
interdisciplinarity
Education
learning
education
engineering
program offering
Statistical methods
statistical analysis
higher education
programme
method
Students
student
present
methodology
trend

Keywords

  • education
  • interdisciplinarity
  • sustainable built environment
  • sustainable development
  • UNDESD
  • university teaching

Cite this

@article{516883407cb24f6db93ddd567db28a5d,
title = "Transformative learning methods in interdisciplinary postgraduate education for sustainable development (ESD)",
abstract = "This paper explores the relationship between education for sustainable development (ESD) and interdisciplinarity in the context of architecture and engineering higher education, presenting a case study of the University of Strathclyde Glasgow's Sustainable Engineering (SE) postgraduate programme, within the wider context of common principles and practices present across HEIs. The paper - one of a series - offers an overview of the SE programme between 2004 and 2015 (coinciding with UNDESD) and discusses its growing focus on interdisciplinarity and the introduction of transformative learning methods over the study period. The study uses a methodology of statistical analysis of enrolment and graduation trends on the SE programme alongside a discursive analysis of course and module provision specific to learning methods for ESD and interdisciplinarity. The study finds that, within the SE programme, both the courses and modules that have an SD focus exhibit the greatest longevity over the study period and are selected by students significantly more often than other courses and modules. The finding supports previous studies that report an increased appetite for such courses and classes. The learning methods employed on the modules align with those considered exemplary in the literature surrounding ESD, and demonstrate the programme's aspirations towards increased interdisciplinarity in postgraduate ESD. The paper provides insight into the practices and outcomes of a specific longstanding programme, offering opportunity for reflection, discussion and comparison with similar programmes.",
keywords = "education, interdisciplinarity, sustainable built environment, sustainable development, UNDESD, university teaching",
author = "David Grierson and Karen Munro",
year = "2018",
month = "3",
day = "31",
doi = "10.26687/archnet-ijar.v12i1.1430",
language = "English",
volume = "12",
pages = "209--227",
journal = "ArchNet-IJAR: International Journal of Architectural Research",
issn = "1938-7806",
number = "1",

}

Transformative learning methods in interdisciplinary postgraduate education for sustainable development (ESD). / Grierson, David; Munro, Karen.

In: Archnet-IJAR, Vol. 12, No. 1, 31.03.2018, p. 209-227.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Transformative learning methods in interdisciplinary postgraduate education for sustainable development (ESD)

AU - Grierson, David

AU - Munro, Karen

PY - 2018/3/31

Y1 - 2018/3/31

N2 - This paper explores the relationship between education for sustainable development (ESD) and interdisciplinarity in the context of architecture and engineering higher education, presenting a case study of the University of Strathclyde Glasgow's Sustainable Engineering (SE) postgraduate programme, within the wider context of common principles and practices present across HEIs. The paper - one of a series - offers an overview of the SE programme between 2004 and 2015 (coinciding with UNDESD) and discusses its growing focus on interdisciplinarity and the introduction of transformative learning methods over the study period. The study uses a methodology of statistical analysis of enrolment and graduation trends on the SE programme alongside a discursive analysis of course and module provision specific to learning methods for ESD and interdisciplinarity. The study finds that, within the SE programme, both the courses and modules that have an SD focus exhibit the greatest longevity over the study period and are selected by students significantly more often than other courses and modules. The finding supports previous studies that report an increased appetite for such courses and classes. The learning methods employed on the modules align with those considered exemplary in the literature surrounding ESD, and demonstrate the programme's aspirations towards increased interdisciplinarity in postgraduate ESD. The paper provides insight into the practices and outcomes of a specific longstanding programme, offering opportunity for reflection, discussion and comparison with similar programmes.

AB - This paper explores the relationship between education for sustainable development (ESD) and interdisciplinarity in the context of architecture and engineering higher education, presenting a case study of the University of Strathclyde Glasgow's Sustainable Engineering (SE) postgraduate programme, within the wider context of common principles and practices present across HEIs. The paper - one of a series - offers an overview of the SE programme between 2004 and 2015 (coinciding with UNDESD) and discusses its growing focus on interdisciplinarity and the introduction of transformative learning methods over the study period. The study uses a methodology of statistical analysis of enrolment and graduation trends on the SE programme alongside a discursive analysis of course and module provision specific to learning methods for ESD and interdisciplinarity. The study finds that, within the SE programme, both the courses and modules that have an SD focus exhibit the greatest longevity over the study period and are selected by students significantly more often than other courses and modules. The finding supports previous studies that report an increased appetite for such courses and classes. The learning methods employed on the modules align with those considered exemplary in the literature surrounding ESD, and demonstrate the programme's aspirations towards increased interdisciplinarity in postgraduate ESD. The paper provides insight into the practices and outcomes of a specific longstanding programme, offering opportunity for reflection, discussion and comparison with similar programmes.

KW - education

KW - interdisciplinarity

KW - sustainable built environment

KW - sustainable development

KW - UNDESD

KW - university teaching

UR - http://www.scopus.com/inward/record.url?scp=85044752203&partnerID=8YFLogxK

U2 - 10.26687/archnet-ijar.v12i1.1430

DO - 10.26687/archnet-ijar.v12i1.1430

M3 - Article

VL - 12

SP - 209

EP - 227

JO - ArchNet-IJAR: International Journal of Architectural Research

T2 - ArchNet-IJAR: International Journal of Architectural Research

JF - ArchNet-IJAR: International Journal of Architectural Research

SN - 1938-7806

IS - 1

ER -