An Ecology of Change – Teaching and Learning for Sustainable Development in the Tertiary Education Sector in the United Kingdom 2005-2014
Contextual Chapter (904.3Kb) Portfolio Part1 Sjerps-Jones, H. (2014) A Quick Guide to Education for Sustainability, [online] University of Exeter. Available at http://www.exeter.ac.uk/sustainability/education/quick_guide/. Sjerps-Jones, H. (2013) Enabling the future we want: Education for Sustainable Development in the UK, Cheltenham, EAUC. Carteron, J. Denby, L., Klepper, A., Mader, C., Rowland, P., Sjerps-Jones, H., Smith, K. Tilbury, D., (2013) The Future We Want: A Global Expert Discussion on the Future of Rio+20 Efforts on Higher Education, Sustainability, 6(1), 42-47. Kershaw, M. and Sjerps-Jones, H. (2012), The UK Future of Education for Sustainable Development – eight responsibilities for education? EAUC, [online] Available from: www.eauc.org.uk/file_uploads/rio_paper_2.pdf. Burkill, S., Rodway-Dyer, S. and Sjerps-Jones, H. (2012) Pass Project Report – Big Dilemmas Project, Programme Assessment Strategies, HEA, York, Available at http://www.pass.brad.ac.uk/case-studies.php. Sjerps-Jones, H. (2012) Informal learning for Sustainability’ In Winter, Dexter and Klaff eds. Putting the ‘S’ into ED- Education for Sustainable Development in Education Development, SEDA (31): 27-29. Sjerps-Jones, H. (2011) Bringing it home- tackling global challenges in a local context, In Shiel, C, ed, Education for Sustainable Development: Graduates as Global Citizens - Proceedings of an International Conference Bournemouth, September 2011, Bournemouth, University of Bournemouth. Betts C., Sjerps-Jones H., and Baker N. (2011) BioBlitz: a tool for the promotion of entomological science, Antenna, 35 (3): 102-106. Tyler C. and Sjerps-Jones, H. (2011) Engaging the local community with biodiversity enhancement at the University of Exeter, University of Exeter. Available at http://www.eauc.org.uk/engaging_local_communities_with_biodiversity_en. (25.45Mb) Portfolio Part2 Sjerps-Jones H. (2009) New Media, an effective tool to engage students with the sustainability agenda, Networks (6): 10. Jones P, Kagawa, F., Selby, D. and Sjerps-Jones H. (2008) A Big Hairy Audacious Goal-Marketing university sustainability credentials, University of Plymouth, Plymouth. Sjerps-Jones, H. (2007) Exploring Effective Ways of Engaging Students with the Sustainability Agenda, In Shiel, C, ed, Education for Sustainable Development: Graduates as Global Citizens - Proceedings of an International Conference Bournemouth, Bournemouth, University of Bournemouth. Gray-Donald, J., Sjerps-Jones, H. (2007) Engaging Higher Education Students with Sustainability, Them & Us: 12. Sjerps-Jones, H., (2007) Engaging students with sustainability issues, Planet (18): 40-42. Sjerps-Jones, H. (2007), Duurzaam Design, Vormberichten, 6 (07): 14-16. Martin, K, Summers, D and Sjerps-Jones, H. (2007) Sustainability and Teacher Education, Journal of Further and Higher Education, 31(4): 351-362. (35.21Mb)
Sjerps-Jones, Henriette Maria
Thesis or dissertation
University of Exeter
In this thesis I advocate and evidence ESD through understanding and analysing the ecology of change in educational organisations, in particular Tertiary Education (TE), during the Decade of Education for Sustainable Development (UNDESD, 2005-2014). I draw on my portfolio of research that examined various aspects of the efforts to mainstream ESD during this decade. My publications, which are referred to in this thesis, are based on experience of my own practice as lecturer, educational development manager and advocate of ESD at local, national and global level. My research approach is broadly based on action research principles. I argue that, to fully understand this complex change process, it is necessary to appreciate the role of the underpinning, and often conflicting, values in TE and how they influence the adoption of ESD. I further discuss the influence of both ‘top-down’ approaches, that are expressed in policies and frameworks, and ‘bottom-up’ approaches that are instigated by communities and individuals with special interests. The influence of the learning environment itself is also examined. Lastly, I make the case that the employment of appropriate action research methodologies can help with gaining a better understanding of this process as well as play a part in the process itself.
PhD by Publication in Human Geography