Universities play a pivotal role in influencing policies, practices and human behaviour that govern how we live. Historically, the influence of universities in this respect was acknowledged by the Talloires Declaration of 1990 which stated that:“Universities have a major role in the education, research, policy formation, and information exchange necessary to make these goals [of a sustainable future] possible”.This paper explores the pedagogical and practical questions of how best to embed sustainable development in the higher education curriculum of the built environment disciplines, within the constraints of the current operating environment, in order to provoke a cultural shift in student behaviour. It is a small, qualitative study intended to add to the discussion on how best to embed sustainable development in the higher education curriculum. Interview data were collected from four key informants from academia and one from the professions. These data were supplemented by the analyses of policy and operational matters associated with the institutional promotion of sustainability. The findings of the study were applied to a previously devised, theoretical model for programme-based assessment and the paper concludes with a proposed model for embedding sustainable development in the higher education curriculum of the built environment disciplines. The findings should inform other disciplines.
|Title of host publication||4th International Conference on Sustainability Engineering and Science|
|Place of Publication||Auckland, New Zealand|
|Publisher||American Institute of Chemical Engineers|
|Number of pages||384|
|Publication status||Published (in print/issue) - 3 Dec 2010|
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