Hopkinson, P., Hughes, P. and Layer, G. (2008). Sustainable graduates: linking formal, informal and campus curricula to embed education for sustainable development in the student learning experience

Hopkinson, P., Hughes, P. and Layer, G. (2008).  Sustainable graduates: linking formal, informal and campus curricula to embed education for sustainable development in the student learning experience.  Environmental Education Research, 14(4), pp. 435 - 454.  Retrieved on September 18, 2010 from http://dx.doi.org/10.1080/13504620802283100

Institutions of higher education have encouraged debate on issues of sustainable development (ESD), or the greening of curricula, as the foci of formal curriculum is the experience of learning.  Hopkinson, Hughes and Layer state that there is further potential in exploring sustainable development within an higher education setting.  An integrated approach, that of combining formal, non-formal and campus curriculum (where campus curriculum is the study of environmental management used as a teaching aid) reinforces sustainable development.  Hopkinson, Hughes and Layer use the University of Bradford to model their approach to embedding education for sustainable development.  The authors reflect on the strategy and development of curricula   that involves the entire institution.


Part 1: sustainable development within UK HE - the context
Recognised bodies for education (e.g. The Higher Education Academy, the Scottish Higher Education Funding Council) have implemented strategies for ESD by creating Regional Centres of Excellence.  Hopkinson, et al. state that at the time of publication, two such centres had been approved.


As sustainable development can be categorised under several headings, Hopkinson, Hughes and Layer propose three - formal, non-formal and campus curriculum.  They are interdependent, yet the potential to explore knowledge and practice has not been systematically or comprehensively introduced.  The headings provide a perspective on the areas that make up university life to link strategy and implementation.


Formal curriculum
The intent of the Higher Education Funding Council for England (HEFCE) is to have the UK play a major role in sustainable development by 2015.  Supporting research demonstrates the creative ways in which sustainable development can be integrated with any discipline if the community are willing to engage.  Hopkinson, Hughes and Layer indicate that the challenge lies in engaging the community.


In addition to debating the existing levels of engagement, is the research and application of sustainable literacy and skills.  Contributions range across the scale of divergence and convergence indicate a lack of common description for sustainability.  Some believe that it may be the move from scientific to sustainable literacy that require reforms in the dynamics of the teaching-learning experience to develop a generation of graduates who emerge with an environmental sensitivity.  Other definitions maintain that sustainability literacy is delivered through knowledge-based curricula.  Hopkinson, Hughes and Layer view sustainability literacy as moving from education being about sustainable development to education that is for sustainable development.  Definitions clearly link sustainability literacy positively with employment opportunities and allegiance to country.  The exact nature of sustainability literacy defines the presentation and delivery of learning, requiring forethought and clarity.  Promoting sustainable development is challenging as the following are some of the barriers that impede engagement with ESD:

• Overcrowded curriculum;
• Perceived irrelevance by academic staff;
• Limited staff awareness and expertise; and
• Limited institutional drive and commitment.

The alleged lack of interest in students for sustainable literacy may be due to the morality clause that disrupts academic freedom.  In spite of these barriers, there appears to be a significant amount of evidence indicating that sustainable development is being taught, but goes under different titles and is individual-led rather than being part of the institution's curriculum.


Informal curriculum
A typical list on informal activity could consist of the following:

• Volunteering;
• Internships;
• Clubs and societies;
• Events.

Many of the activities could be regarded as service-learning, a culture highly developed in US-based institutions of higher education.  The UK has fewer such instances, although the authors highlight Liverpool Hope University, known for its long-standing program in service-learning.  Research from the University of Leicester conclude that such programs affect student outlook which is instrumental in generating creativity, and the development of a group concept that enhances positive cultural awareness.


Informal curriculum is generally speaking a voluntary and unrestricted (e.g. open to all) student-led activity.  Attendance is regulated through open-door policies, and the level of involvement required if assessed for credits.


Analysis of the integration of informal curricula and student learning may not be widely recognised as those involved in teaching may not be professional academics. Unrestricted freedom from traditional curricula has generated improvisation that is effective.


Campus curriculum
Students are often portrayed as living in an unconnected or idealistic environment that reveals limited analysis of values upheld by society at large and is a reflection of epistemic beliefs.  The Higher Education Funding Council for England (HEFCE) suggests that higher education concentrate on practicing sustainability on campus as a way to structure an holistic framework with a long-term view of the future.  In doing so, the occupants align architecture with natural systems creating news ways and tools to further integrate the university holistically with sustainable systems.  Although the instances of such practice is still a rarity, methods for directing or using estate management for ESD may include:

1. Demonstration of and communication about sustainability principles and technologies in design and operation;
2. Embodying participative and inclusive design processes around sustainability; and
3. Development of spaces that support well-being; mixing students from different cultures and backgrounds; and, different forms of inquiry and learning.

Hopkinson, Hughes and Layer refer to Temple's research when stating that well-kept grounds positively affect student psyche enhancing self-worth and commitment, and should be a matter of concern for any institution.


Part 2: The Bradford Ecoversity ESD programme
The university implemented an ecoversity approach, due in part to stimulation from the Higher Education Funding Council for England (HEFCE) and from environmental apathy.  A corporate strategy developed through an awareness campaign to increase enrollment, included two key features that embedded sustainable development:

1. across the operations and culture of the university; and
2. in the learning and living experience of all students.

Developing the latter is neither a straightforward nor linear process.  A team was formed for the purpose of providing clarity of vision and devising a method of preparation and delivery.  A multi-strand approach included:

• top-down policy;
• locally-led bottom-up initiatives and developments; and
• side-on engagement with external groups and bodies.

A grant from the HEFCE supported the vision as this funding provided the impetus and awareness to employ requisite staff to bring the community together.  Hopkinson, Hughes and Layer state that the period from 2005 - 2007 should be viewed as the planning and process stage of sustainable development.  The second stage of progress includes delivery, implementing and evaluating the strategy.


Formal curriculum
In 2006 a panel of academics, the educational development unit and the Pro-Vice Chancellor was formed to discuss the implementation of sustainable education.  Priority considerations are:

• Definitions and interpretations of education for sustainable development are still being debated and contested amongst academics, which means that validation can only occur from working models; and
• Previous national attempts at greening the curricula have met with limited and short-lived success, the reasons for which are still contested.

Implementation of sustainable development required a structure to attract academic and student interest.  Flexibility to incorporate critical analysis that incorporated meaning at local and global dimensions were core values to enhance the living and learning experience at university.  UNESCOs framework provided benefits and shared strong similarities to the vision the university wanted to implement:

• Sustainable development in curricula is a lived experience, rather than an accumulation of theoretical knowledge, so both students and staff are well-versed in influencing and shaping the future (e.g. practice makes perfect);
• The practice of sustainable development is embedded in campus curricula, the day to day living that affects us all (e.g. what we see is what we are reminded of);
• While sustainable development has its roots in environmental and resource issues, socio-economic health and responsibility to community and local environment are significantly correlated with developmental well-being.  UNESCO challenges traditionally held concepts that ESD is an environmentalist undertaking;
• The goals and objectives of the university are met in order to develop values that promote justice, sustainability and diversity;
• Contextual experience can be gained from the university's multi-ethnic and diverse student body.

Bradford's Ecoversity project was formally introduced in 2007 to endorse:

• an institutional academic policy for ESD;
• implement ESD approaches in all curricula; and
• a program of activity for mass-scale student engagement around ESD.

The project director undertook one-to-one interviews with academics and staff to discuss prior or fixed sustainable development concepts.  Generally speaking, a very narrow conception of ESD was held.  As UNESCO briefs were explained, individuals came to understand the breadth of structure that allowed implementing sustainable development at their point of interest.  UNESCO statements were integrated with ecoversity policy were presented and agreed to post discussion.  Policies effectively stimulate and act as the benchmark for future developments.


Formal curriculum review and development
An internally funded pilot for ESD had been implemented to run concurrent to the policy document, that was used to identify tacit knowledge (e.g. defining the intangible) and refine options for delivery.  Program content was entwined with UNESCO framework, and then compared to statements on sustainable development by accrediting or professional bodies to effectively measure and evaluate coverage and strategies for evolution.  Content is explicit, and delivered as a means to connect sustainable development to the subject.


The pilot streamlined the focus of implementing sustainable development.  Key to achieving the concept was regulating the seven academic departments.  Curriculum pioneers were employed to head the schools whose primary function was to assess the corresponding degree programs that were implemented in the pilot.  Next, they were to prepare a three year plan to embed sustainable development in all curricula programs.  Thus ends the review process, culminating in a report with action plans to deliver embedded learning programs on sustainable development.  Delivery methods must also adhere to the standards of Course Approval and Review Process (CARP) who perform reviews annually.  Major amendments to CARP standards to include sustainable development efforts were introduced in 2008.  Hopkinson, Hughes and Layer state that academics at Bradford Ecoversity are largely contained with championing hidden curricula - that which is the underlying foundation of all programs.  These hidden aspects of curriculum planning form the basis for knowledgeable strategic planning and future action.


Informal curriculum
Informal curriculum develops student-led activities and initiatives and is the second strand in developing the formal curriculum.


(1) ESD ambassadors
Students are employed to create awareness campaigns (e.g. promoting learning).  The Harvard Green Campus initiative supports student leaders with training on leadership and sustainable development to ensure propriety and affect.  In truth, the ambassadorial role is practical pedagogy in action:

• Students are not assessed, and gain no qualification or academic credit.  Instead they are asked to develop learning blogs that sustain reflexive practice;
• As long as students remain within legal and health and safety requirements, they are encouraged to explore and manifest any area of sustainable development that holds particular interest; and
• The objective is to attract the majority of the student body.

The first phase of the pilot project determined the need for fine and detailed planning by the students to work around course assessment and employment.  The Harvard model was adapted to suit sustainable local practice.  Project implemented by the ambassadors are monitored and evaluated to assess longitudinal impact.  Hopkinson, Hughes and Layer note student observations that even the most simple project can be exhausting to implement.  Furthermore, the immediate returns to such projects may not always be evident.


(2) ESD volunteering and interns
The student volunteer program was initiated as a means to structure a networked connection from the university to environment to support community funded service learning.  These activities are related to external body qualifications.


(3) ESD-related events
Guest speakers, exhibitions, conferences and competitions are ways of introducing and promoting informal curricula.  Attendance and ensuing participation are excellent measures of successful planning.  Establishing grass-roots connections indicates an awareness of current and local interest.  A full evaluation and analysis of multi- and trans-dimensional methodology generates data on current levels of affect and stimulus.


Campus Curricula
Embedded learning incorporates physical structure and locality, and has influence on daily living.  Sustainable development is entrenched in learning opportunities to:

• support, advocate and challenge sustainability in concept, principle and technology by including architecture, refurbishment and operation;
• advocate open or transparent communication and participation in planning to sustain collaboration; and
• make campus operations visible and subject to professional observation to provide a practical, working model for the community to learn from.

Sustainable methodology is open to interpretation, so creative development is a process of evolutionary collaborative synergy.  Recent developments include:

1. Student village - Part of Ecoversity vision is to create an eco village that incorporates all and any external body criteria for sustainable design specification.  Intense collaboration between the Estates Department and a private developer is ongoing.  Interviews and consultation of the student body, for whom housing is reserved, are precise and detailed.  Each round of interviews conducted generates detailing for component parts of sustainable living (e.g. recycling, effluent); and
2. Ecoversity Action Group and task groups - Monitoring budget performance is necessary for effective and valuable collaboration.  Ignorance about actual or potential activity limits the ability of staff and students to engage and influence (e.g. help drive the objective to completion).  Bradford Ecoversity's intention is to adopt reflexive practice as a strategy for decision-making.  A task force of seven individuals from across the ecoversity participated in a residential program to structure a more transparent, bottom-up model.  Leaders were instructed to develop a theme outside their comfort zone, allowing recognised prior learning (RPL) to generate new perspectives.  Each leader set up task groups that were attended by 100 committed individuals from staff and student body.  Subsequent seminars and meetings generated a wish list and draft strategies for implementation.  Performance indicators and targets are identified during more formal planning to document progress and performance.

Hopkinson, Hughes and Layer model their recycling system which had been a source of anxiety for both staff and student body.  An experimental task force was created to devise and implement a sensible economic plan to develop a sustainable recycling infrastructure.  A blueprint of features and necessary additions emerged after reflective consultation.  A budget of £50,000 was deemed necessary to initiate recycling facilities at every level of each building.  Other actions such as maintaining links to community through free shuttle service, natural fuel management, food and drink consumption are projects that are observed, monitored and documented, and which significantly affect lifestyles for a majority of students.


Discussion and conclusion
Bradford Ecoversity was the conceptual approach to develop a sustainable way to retain prominence in a community and as a measure of their level of integrated participation with the local environment.  The initial approach to sustainable development was acknowledged as seemingly top-heavy.  However Hopkinson, Hughes and Layer state that senior level acceptance led to communicating epistemic belief and practical knowledge.  Whilst devising the strategy for implementation, the community were clearly supported in order to live the implications of the concept and gain further clarity in sustainable development.  There was a window of opportunity to make a bold statement on ESD that contributed to the ongoing success of Bradford and its Ecoversity. They have brought to life the conceptual and discipline-based study of sustainable development for learning communities.


Part 3: achievements, problems and learning points
Achievements and key successes

Factors seen to have directly contributed to transformation are:

• The initial decision to adopt a guiding framework with emphasis on social, economical and ethical considerations of sustainable development;
• An academic bottom-up focus that integrates curriculum with sustainable development strategies;
• Senior level backing to champion the curricula project; and
• External funding.

An approval of policy and implementation methods took place over eighteen months, with intense collaboration and consultation.  CARP supplemented their guidelines and criteria with ESD.  Decisions were made to take into account the views of staff, to remain consistent by adding to the work of pioneers and earlier policy, to align with other curricula to review and evaluate specifications, thereby ensuring a true fit with sustainable activity.


As the Ecoversity has only been operating eco-friendly initiatives recently, more time is needed for students to accept knowledge, observe practice and reflect on activity before it becomes an unconscious process.  Senior management had prior indication from exit surveys that trickle down processes are gentle engagements with students to prepare for experience in sustainable development.  Holistic acceptance is negotiated, and correlates with increasing participation of the student body.


Role models, or co-ordinators, are dedicated positions that engage student groups and act as gatekeepers between the top and the bottom.  The first year of delivery has revealed substantial lead-in time is a key component that must be factored into the strategy when devising curricula.


Involving the student body in decision-making that ostensibly affects their learning experience has proven to be effective in raising awareness and the practice of sustainable development.  Creating task groups has increased the participation levels of the student body.  Students from other institutions have been attracted by the sustainable practices popular at the Ecoversity, and frequently ask for information to relay to their own institute.


Ecoversity - problems and issues
Despite widespread interest and acceptance to change, resistance was encountered.  Specifically, the diverse entry points to sustainable development  became the focus of many individuals who reacted negatively to higher authority.  The majority of the population were unable to grasp the complex vision or the time it would take to achieve the planning stage.  It was felt that the Ecoversity were unable to accurately communicate aims and objectives, and that bureaucracy had a stranglehold.


Learning points
While not deliberate, the Ecoversity has combined an historical tradition with sustainable modes of practice based on theoretical conjecture and domain-specific experience.  Hopkinson, Hughes and Layer state that negotiating between the two identities has been challenging.  The art of communication becomes a priority and develops through experience.  In navigating integrating sustainable development and curricula, effective engagement between the student body and staff was achieved.  The Ecoversity has not had much time to develop the culture of sustainable development as a casual practice (e.g. third year students only benefited in their last year, etc.).  Holistic acceptance occurs naturally as role models gain experience.


Wider communication to attract a uni-directional engagement was established through newsletters, which transformed into a seasonal newspaper.  Canvassing student opinion facilitated discovery of concerns, and enhanced the momentum to provide an informal delivery of sustainable development to stimulate and inspire debate.