Education for SustainabilityTeaching and Learning Committee

TRIM FILE REFERENCE: F24766

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x Draft Ready for Review Final

DOCUMENT MODIFICATION HISTORY

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Author Description of Version

Date Completed

ProvidedTo

Helen Whitbread, Manager, Sustainable Initiatives, Campus Management

Draft 28/03/14 W/Professor Grady VenvilleDean: Coursework StudiesDr Kabilan Krishnasamy, Senior Policy Officer ,Academic Policy Services

0.1 Helen Whitbread Draft 31/03/14 W/Prof Peter DaviesPro Vice-Chancellor (Research)Rowan MacLean, Director Campus Management

0.2 Helen Whitbread Draft 15/04/14 Sue Smurthwaite, Director Academic Policy Services, Corporate Services

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PURPOSE At the August 2013 Vice Chancellor’s Sustainable Development Committee meeting, the Committee resolved to:

i. approve the University becoming a signatory to the Talloires Declaration; ii. to recommend to the Board of Coursework Studies to accept the recommendation of the

Sustainability and Curriculum Discussion paper, that is, to apply critical sustainability principles to the framework for including sustainability in the teaching and learning program and through the student experience;

iii. to approve the formation of a working party to develop the framework for the inclusion of sustainability in the curriculum; to make recommendations to the VC’s Sustainable Development Committee and the Board of Coursework Studies; and to inform the Education Futures Project.

Within the context of the Committee resolutions this paper is a revision of the Sustainability and Curriculum Discussion tabled at the August 2013 VCSDC meeting, providing more detailed information on the topic of Education for Sustainability to progress the establishment of a Working Party for including sustainability in the teaching and learning program and through the student experience.

BACKGROUND

The University of Western Australia’s engagement with sustainable development began as a grassroots activity within Facilities Management (now Campus Management) in the Environmental Services Business Unit in 2002. The scope of activities included reduction in the use of energy, waste, and water, improving transport options, environmental conservation, and behaviour change programs. In 2010, Sustainable Development became a University Operational Priority (OPP), leading to a campus wide stakeholder engagement process and the development of Roadmap for Sustainable Development including a set of Critical Principles and Pathways (Appendix A). Campus Management was nominated as the principle administrator of Sustainable Development, reporting to a Vice Chancellor’s Sustainable Development Committee (VCSDC).

The primary objective of the UWA Sustainable Development Plan 2011- 14 has been to embed sustainability initiatives in energy, water, waste, transport, built form, communication and procurement, into mainstream practice, such that the 2020 UWA sustainability goals can be achieved. While this program is relatively new, frameworks and processes are sufficiently mature for this now to be considered a part of Campus Management’s core practice. Following the implementation of the Sustainable Development Plan, the Committee reviewed its constitution and membership, and in 2013, revised its terms of reference to reflect a more holistic approach to sustainability with a greater focus on sustainability within its core business of teaching and research and integration with operational and outreach activities.

UWA’s position with regard to sustainable development is not unique. Over the past decade most universities have implemented environmental sustainability programs as part of their operational agenda, however only a few have developed holistic frameworks to integrate sustainability into all aspects of university life, including curriculum. Nonetheless there is a general recognition internationally and nationally, that higher education plays a pivotal role in addressing global issues of

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sustainability through education. This was internationally recognised by the United Nations through the United Nations General Assembly Decade of Education for Sustainable Development (DESD) 2005 to 2014,1 which in positioning education as integral to achieving a sustainable future gave rise to the concept Education for Sustainability (EfS). Since then as higher education institutions around the world have engaged programs for the inclusion of sustainability into teaching and learning, a plethora of definitions, implementation issues and strategies, learning outcomes and changing national policies have arisen in response to the implementation of the declaration. The purpose of this paper is to provide an overview of the current status of Education for Sustainability with the view to;

1. Confirming the common understanding of the term Education for Sustainability; 2. Understanding the international , national and UWA context of Education for Sustainability; 3. Discussing the rationale and justification for including sustainability in the curriculum;4. Proposing an implementation framework for the inclusion of sustainability in the UWA

curriculum.

Understanding the termThe idea of promoting initiatives towards achieving a sustainable future has its roots in the 1987 United Nations Report, Our Common Future2, which gained traction as ‘sustainable development’ after the 1992 Earth Summit in Rio de Janeiro. More recently terms such as Education for Sustainable Development (ESD) and Education for Sustainability (EfS) have been used to describe activities specific to the education sector. In general literature describing curriculum and sustainability from the United Kingdom and Europe tends to use the term as Education for Sustainable Development (ESD) while literature from the American peak body for sustainability in higher education, The Association for Advancement of Sustainability in Higher Education (AASHE) and Australian publications such as Turn Around Leadership for Sustainability in Higher Education, have used the term, Education for Sustainability (EfS).3

As noted in the Victorian report, Education for Sustainability in University Curricula4, confusion prevails around the term in that it is often understood to mean educating about sustainability, that is content specific education, rather than educating for sustainability, which may include discipline specific learning however this is within the context of shifting to holistic, systemic, connective and ecological ways of thinking and learning.5 In the interests of maintaining consistency within a national context, this paper refers to the idea of enabling graduates to develop skills and competencies for a sustainable future as, Education for Sustainability. International

1 United Nations General Assembly Decade of Education for Sustainable Development (DESD) 2005 to 2014, United Nations Educational, Scientific and Cultural Organisation, http://www.desd.org/, accessed February 12, 2014.2 Report of the 1987 World Commission on Environment and Development, Our Common Future (The Brundtland Report). http://conspect.nl/pdf/Our_Common_Future-Brundtland_Report_1987.pdf, accessed 3 Scott,G., Tilbury,D., Deane E., Turn Around Leadership for Sustainability in Higher Education, University of Western Sydney, 2012. 4 Leihy, P., Salazar, J., Education for Sustainability in University Curricula, Policies and Practices in Victoria, Centre for the Study of Higher Education University of Melbourne, 2011,p.3. http://www.cshe.unimelb.edu.au/research/policy_dev/efs.html, accessed February 17, 2014.5 Leadership for Sustainability Education (LSE) Specialization, Portland University http://www.pdx.edu/elp/leadership-for-sustainability-education-lse-specialization

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UNESCO was the lead agency setting the agenda for promotion of EfS through the declaration of Decade for Education for Sustainable Development 2004-2014. Globally, higher education institutions are facing similar challenges of changing funding models, expectations around research models and a mobile student and faculty population. Included in this mix is a universal recognition of the importance of ensuring graduates are not only work ready, but also sustainability literate and have the capacity to imagine the world from the perspective of others.6

In the Asia Pacific region while some countries have mature EfS programs, others are struggling with what not to introduce, rather than what should be cut back. For example, China recognised the importance of education for sustainability in the late 1990’s and now has over 50% of its 2000 universities with sustainability in the curriculum in a range of formats. Notably Tongji University Shanghai has recognised the importance of sustainability with a Masters and PHD programme aimed at equipping future leaders with ‘conceptual background, integrated knowledge about economic progress, social systems, environmental protection, and resource conservation issues with a contextualised holistic approach’.7 On the other hand, Kartikeya Sarabhai writing about education for sustainability in India, points out that relative to the unsustainable lifestyle of Western developed nations, the real challenge for developing countries is not so much, ‘how to get there, but how not to get there.’8

Other countries such as Korea and Vietnam recognise the importance of a top down and bottom up approach ensuring that education for sustainability is not only globally contextualised, but also localised, and integrated across all streams of education. Equally cognisant of a localised context, both Japan and Singapore have tailored their response to education for sustainability to future environmental, social and economic needs. Understanding the need for human capital in an otherwise resource poor country, Singapore has focussed on excellence in education as the key strategy for continuous improvement and innovation.9

In North America, higher education institutions benefit from the services offered through Association of Advancement of Sustainability in Higher Education (AASHE), a professional organisation founded in 2005 to advance campus sustainability. Commenting in a recent review of the progress of EfS in the higher education sector, AASHE noted that while EfS represents a paradigm shift, that this does not equate to a break from all existing initiatives, rather a realignment and extension of those initiatives in ways that support further work. 10 Citing the Ponderosa Project http://www2.nau.edu/~ponder-p/ and the Piedmont Project http://www.cpcc.edu/cfsas exemplars of using faculty development workshops as a strategy for EfS, the AASHE report looks both at barriers and strategies for change.

6 Scott,G., Tilbury,D., Sharp,L., and Deane,E., Turnaround Leadership for Sustainability Education, http://www.uws.edu.au/__data/assets/pdf_file/0012/401241/TLSHE_executive_summary_final_version_for_web.pdf, accessed 28 February, 2014 7 Niu,D., Jiang D,.and Li,F., Higher Education for Sustainable Development In China, International Journal of Sustainability in Higher Education, Vol. 11 No. 2, 2010 pp. 153-162.8 Sarabhai,K., ESD in a Developing Nation, p. 69. http://digital.onwindows.com/tomorrow-today/files/assets/downloads/page0070.pdf, accessed 21 February,20149 Hogan, D.J., and Lee, S.K., Building A World-Class Education System Through Capacity Building: The Singapore Experience. p. 103. 10 Sustainability Curriculum in Higher Education, A Call to Action, AASHE , 2010, p. 3

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Similarly, a comparative review of the introduction of EfS into the curriculum in the United Kingdom by Ryan identified four key areas of challenge, namely creating a unified understanding around ESD; developing connected strategies across the organisation; alignment with institutional Teaching and Learning functions and the challenge of communicating the rationale for and benefits of focusing on innovative critical pedagogies. 11 Notwithstanding the difficulties inherent in any change, a longitudinal study by the UK Higher Education Academy into EfS, found consistency in student attitudes as follows:

1. over eight in every ten students consistently believe that SD should be actively incorporated and promoted by universities, and this increases as respondents progress through their studies;

2. over two thirds consistently believe that SD should be covered by their university courses;3. over 60% of students want to learn more about SD. 12

Further, in the survey’s third year, the research strengthens the conclusion of the two previous reports, showing that interest in sustainable development remains strong among students throughout their university careers and despite the introduction of increased tuition fees.

National

The Australian National Action Plan for Education for Sustainability, Living Sustainably, The Australian Government’s National Action Plan for Education for Sustainability, ( The National Action Plan) released in 2009 outlines key strategies for advancing Education for Sustainability, and specific to higher education, indicates a commitment to integrating sustainability into professional learning qualifications and university degree accreditation. 13 Following the National Action Plan, a Victorian report, Education for Sustainability in University Curricula 2011, which is a stocktake of that state’s progress towards including EfS in curriculum, provides a useful insight into general trends, issues and opportunities arising from the implementation of the National Action Plan. The report found that while most institutions, indeed over half of the universities in Australia are signatories to the Association for University leaders for a Sustainable Future’s Talloires Declaration (1990) there has been only modest progress towards cultivating EfS. 14 The key challenges and observations noted were as follows:

1. EfS has yet to establish itself as core business in policy and practice 2. The term Education for Sustainability is not clearly understood and is often mistaken for

curriculum content about sustainability. Education about sustainability is reasonably well represented in the ‘carbon-conscious” disciplines such as mining, logistics, and design, while Education for Sustainability has started to appear in Business, Law, Sport Management, Engineering and Sciences in some institutions.

11 Ryan, 2011 in Scott,G., Tilbury,D., Deane E., Turn Around Leadership for Sustainability in Higher Education, University of Western Sydney, 201212 Drayson,R., Bone,E., Agombar,J., and Kemp,S., Student Attitudes Towards And Skills For Sustainable Development, http://www.heacademy.ac.uk/assets/documents/sustainability/ESD_student_attitudes_2013_v4.pd, 2013, p.4 13 Living Sustainably, The Australian Government’s National Action Plan for Education for Sustainability, Department of the Environment, Water, Heritage and the Arts, 2009, p.5 14 Leihy, P., Salazar, J., Education for Sustainability in University Curricula, Policies and Practices in Victoria.

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3. Institutions have individual champions; however there is a lack of systemic support for advocates to build on their successes. That being said, embedding was not seen as a successful approach, suggesting instead tailoring targets and guidelines to clarify expectations.

4. While some universities have spent resources on auditing current practice and others have used exemplars to progress EfS, each university will need to determine the most effective way to advance EfS within the curriculum.

The University of Western Australia To date the primary focus on sustainability at UWA has been through The UWA Sustainable Development Plan 2011-2014 which while it addresses all eight Guiding Principles, has only made a marginal contribution to sustainability in Education and Research. Nonetheless, with the recent endorsement of the proposal that UWA become a signatory to the Talloires Declaration, it is incumbent on the University to respond to the Talloires Declaration Ten Point Action Plan.

In responding, it is important that there is a clear understanding of the difference between teaching about sustainability relative to teaching for sustainability. The recent United Nations document, Global Action Programme on Education for Sustainable Development15 states that education for sustainability includes skills and competencies such as critical thinking, understanding complex systems, imagining future scenarios, and making decisions in a participatory and collaborative way. Not unexpectedly the sustainability skills and competencies identified above have many synergies with the UWA Teaching and Learning Educational Principles16 which underpin the 2012 New Course structure and the UWA Education Futures Vision Statement17 as demonstrated in Figure 1. Indeed in reviewing the UWA 2014 Couse Guide through the prism of both the Educational Principles and EfS skills and competencies, it is possible to identify a number of units that address issues across the broad spectrum of sustainability, including social, cultural, economic and social sustainability. For example, Aboriginal Health and Wellbeing, Environmental Anthropology, History and Theories of the Built Environment, Water Governance and Policy, and Health and Globalisation, are units currently offered requiring students to have a holistic critical approach to understanding content. It is however, not possible to easily establish if teaching programs include EfS skills and learning outcomes such as those outlined above. Notwithstanding this, for those courses and units which do include some if not all of these skills and competencies, the University could potentially add processes to existing systems such as LMS to formally recognise and thereby promote EfS as a collective pedagogical aspiration.

15 United Nations Global Action Plan ,Proposal For A Global Action Programme On Education For Sustainable Development As Follow-Up To The United Nations Decade Of Education For Sustainable Development (Desd) After 2014, http://unesdoc.unesco.org/images/0022/002223/222324e.pdf, accessed February 21,2014.16 UWA Educational Principles, http://www.teachingandlearning.uwa.edu.au/staff/principles , accessed 6 March 2014 17 UWA Education Futures Vision Statement ,Minutes Of A Meeting Of The Teaching And Learning Committee Held On Thursday, 6th March 2014, http://www.teachingandlearning.uwa.edu.au/staff/committees/teachinglearningcommittee, accessed 26 March, 2014.

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Figure 1. Synergies between EfS skills and competencies and UWA Education Futures Vision Statement and UWA Educational Principles

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EfS Skills and Competencies

critical thinking, understanding complex

systems, imagining future scenarios, making decisions in a

participatory and collaborative way

UWA Educational Principles to develop disciplinary and

interdisciplinary knowledge and skills through study and research-

to further develop the skills required to learn, and to continue through life to learn, from a variety of sources and experiences

to develop personal, social, and ethical awareness in an international context

to communicate clearly, effectively and appropriately in a range of contexts

UWA Education Futures Vision Statement

Transformative Teaching Evidence-Based Teaching Experiential Learning Integrated Research

Experiences Optimised Resources Vibrant Campus Environment Global Citizenship and

Leadership

The rationale and justification for including sustainability in curriculumReaders involved in teaching at UWA may justifiably ask, why Education for Sustainability and specifically, why should I get involved? The answer lies in understanding the issue and responses to the issue. That is, it is now broadly accepted that human activity is contributing to climate change 18 manifesting in changes to weather patterns and consequent disruption to all spectrums of society, be it changing land use, policies, insurance, resource planning to name but a few. Moreover, without mitigation, the potential economic impact of such changes could be equivalent to losing at least 5-10% of global gross domestic product (GDP) each year, now and into the future. 19 Concurrently it is also broadly acknowledged, internationally through the ongoing United Nations Education for Sustainable Development and the ensuing higher education programs throughout the world, and nationally through the Australian National Action Plan for Education for Sustainability, that education plays a vital role in ensuring future generations are well equipped to address a changing global environment.

It is useful at this juncture to consider Australia in its geopolitical context. Australia, with a population of just over 23 million is a resource rich first world country located in the Asia Pacific region which is home to over three billion people. The region which represents over 60 percent of the entire global population has some of the twentieth century’s most rapidly expanding economies and populations with associated social, economic, environmental and cultural changes. 20 Compounding these changes are climate change and globalisation, the former which manifests in increasingly severe weather incidents and the threat of rising sea levels, and the latter, dramatic shifts in economic circumstances.

Closer to home, it is important to recognise that the University of Western Australia has strong links with the Asia Pacific region through its international student program and its Study Aboard Program, positioning it well to not only make a significant contribution to the advancement of Education for Sustainability, but more importantly to ensure graduates are well equipped to face the inevitable opportunities and challenges of living in this region. As noted in the United Nations Global Action Plan;

Sustainable development cannot be achieved by political agreements, financial incentives or technological solutions alone. Sustainable development requires changes in the way we think and act. Education plays a crucial role in bringing about this change. Action at all levels is therefore required to fully mobilize the potential of Education for Sustainable Development and enhance learning opportunities for sustainable development for all.21

18 Fifth Assessment Report (AR5), Intergovernmental Panel on Climate Change ,http://www.ipcc.ch/, accessed April 12, 2014. 19 Stern, N. (2006). Stern Review On The Economics Of Climate Change. Executive Summary, http://www.wwf.se/source.php/1169158/Stern%20Summary_of_Conclusions.pdf, accessed February 2, 2014.

20 Ryan, A., and Tilbury, D., Sustainability in higher education in the Asia-Pacific: developments, challenges, and prospects International Journal of Sustainability in Higher Education Vol. 11 No. 2, 2010, pp. 106-11921 United Nations Global Action Plan ,Proposal For A Global Action Programme On Education For Sustainable Development As Follow-Up To The United Nations Decade Of Education For Sustainable Development (Desd) After 2014,

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The issues facing our near neighbours are not dissimilar to those facing Australia. The Federal Government report, Sustainable Australia Report 2013: Conversations with the Future,22 identifies the key sustainability challenges facing Australia over the next few decades, include increasing urbanisation and decreasing regional populations, managing change for an increasing aging population, the impact of the Asian Century and the changing cultural diversity of the Australian population.

Businesses, the community and students are also advocating for the inclusion of education for sustainability within the higher education sector. For example the Cambridge Programme for Sustainability Leadership (CPSL) Cambridge University, provides executive education programmes, including international seminars on sustainability leadership, learning and change, and policy and strategy groups. Similarly, the Portland State University offers a graduate program, Leadership for Sustainability Education (LSE), a community based learning program to develop contextual sustainability leadership skills. Endorsing the need for such programs is the longitudinal study (2011-2013) on the student attitudes and skills for sustainable development by the UK Higher Education Academy mentioned earlier.

Given the ongoing and increasing engagement in responding to global changes by many higher education organisations, the formal inclusion of Education for Sustainability within UWA’s teaching and learning programs is an exciting opportunity to ensure UWA graduates are amongst tomorrow’s world leaders.

Proposing an operational and implementation framework for the inclusion of sustainability in the UWA teaching and learning curriculum

Education for sustainability is not a new concept and the University of Western Australia can benefit from insights gleaned from the significant body of literature covering the experience and practice of other universities as they have progressed EfS within their own institution. The literature has a number of common key elements including:23:

Policy; Governance; Curriculum ( specifically transformational pedagogy); Professional development; Drivers and barriers; Resourcing .

It is not the intent of this paper to outline detail pertinent to these key elements , rather to note that the recent study by Leihy and Salazar, importantly indicates that while there are universally understood issues, there is no one size-fits all formula for EfS and that each university needs to ‘knit EfS‘ within the institutional context. Moreover, that many institutions have made the pragmatic decision to move away in the first instance from ‘black letter’ policy claims relating to EfS, rather to

22 National Sustainability Council, http://www.environment.gov.au/resource/sustainable-australia-report-2013-conversations-future, accessed February 21, 2014. 23 See Bibliography

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progress EfS through building on best practice in order first to develop a more rounded understanding of the most effective opportunities for the institution.24

Two models which may have some synergy with UWA are the Monash University Strategy of Education Renewal, which takes advantage of the existing process of course, and unit review and renewal, and the Sustainability Education Pathways at the University of British Columbia which clearly articulates student attributes and pathways for building these within the undergraduate program. Both of these approaches are underpinned by a premise of coordination rather than duplication, and facilitation rather than direction.

The UWA Education Futures Project provides just such an opportunity of coordination in that it has already established a process of pedagogical review which could be broadened to include Education for Sustainability. Notwithstanding this suggestion, taking into account the complexity of formally including sustainability into the curriculum it is recommended that in conjunction with the Teaching and Learning Committee, an Education for Sustainability Sub Group be established to develop an Education for Sustainability Strategic Framework. Further, that the sub group be guided by the following principles:

Integration with existing frameworks; Facilitation rather than direction; Building on existing strengths; Provide advocacy and support ; Broad consultation and communication.

24 Leihy, P., Salazar, J., Education for Sustainability in University Curricula, Policies and Practices in Victoria.

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The EfS sub group would be responsible for establishing and implementing the following framework:

Items to considerIdentify possible stakeholders

Identify strategies to maintain stakeholder input

Identify strategies to build on stakeholder roles

Gather relevant qualitative and quantitative data

Assemble relevant stakeholders and existing visions

Articulate a single EfS vision and high level goals for all stakeholders

Identify opportunities to integrate with existing plans, frameworks

Analyse key strengths opportunities andbarriers

Workshop stakeholder input and expertise

Set strategic objectives and broad strategies

Identify possible activities

Prioritise

Schedule realistic and achievable activitiesStakeholder feedback

Communicate Action Plan

Support and monitor implementation

Evaluate implementation

Evaluate effectiveness of the plan in achieving EfS Goals

Provide feedback to stakeholders

Review and update EfS Strategy

Outputs

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Understand the contextCommunication

Strategise and planEngagement

ImplementPartnership

s Review

Initiate Research Vision AnalyseStrategy

and Action Plan

Implement Review

Commun-ication strategy

EfS Profile EfS Vision and Goals

Results of analysis and

recommendations

Strategy and Action Plan

Action Plan delivered

Updated Strategy and Action Plan

UWA Education for Sustainability Implementation Framework

Recommendation

That the Board of Coursework Studies endorses

I. The UWA Education for Sustainability Implementation Framework (UWA EfS Implementation Framework) to include sustainability in the curriculum.

II. The establishment of an Education for Sustainability sub-group of the Teaching and Learning Committee to progress the inclusion of sustainability in the curriculum.

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ReferencesDrayson,R., Bone,E., Agombar,J., Kemp,S., Student Attitudes Towards and Skills for Sustainable Development, September 2013, http://www.heacademy.ac.uk/resources/detail/sustainability/2013_student_skills_final_report, accessed February 11, 2014.

Hogan, D.J., and Lee, S.K., Building A World-Class Education System Through Capacity Building: The Singapore Experience. Journal of International Higher Education, Vol. 5, No.2, 2012.

Kelly et al, (2009), in Scott,G., Tilbury,D., Sharp,L., and Deane E, Turn Around Leadership for Sustainability in Higher Education, University of Western Sydney, 2012. http://www.uws.edu.au/__data/assets/pdf_file/0012/401241/TLSHE_executive_summary_final_version_for_web.pdf, accessed 28 February, 2014

Leadership for Sustainability Education (LSE) Specialization, Portland University, http://www.pdx.edu/elp/leadership-for-sustainability-education-lse-specialization, accessed February 17, 2014

Leihy, P., Salazar, J., Education for Sustainability in University Curricula, Policies and Practices in Victoria, Centre for the Study of Higher Education University of Melbourne, 2011, http://www.cshe.unimelb.edu.au/research/policy_dev/efs.html, accessed February 17, 2014.

Living Sustainably, The Australian Government’s National Action Plan for Education for Sustainability , Department of the Environment, Water, Heritage and the Arts, 2009, p.5

National Sustainability Council, http://www.environment.gov.au/resource/sustainable-australia-report-2013-conversations-future, accessed February 21, 2014.

Niu,D., Jiang D,.and Li,F., Higher Education for Sustainable Development In China, International Journal of Sustainability in Higher Education, Vol. 11 No. 2, 2010 pp. 153-162.

Report of the 1987 World Commission on Environment and Development, Our Common Future (The Brundtland Report). http://conspect.nl/pdf/Our_Common_Future-Brundtland_Report_1987.pdf, accessed 12/02/14

Ryan, A (2011) in Scott,G., Tilbury,D., Sharp,L., and Deane E., Turn Around Leadership for Sustainability in Higher Education, University of Western Sydney, 2012

Ryan, A., and Tilbury, D., Sustainability In Higher Education In The Asia-Pacific: Developments, Challenges, And Prospects, International Journal of Sustainability in Higher Education Vol. 11 No. 2, 2010.

Sarabhai,K., ESD in a Developing Nation, http://digital.onwindows.com/tomorrow-today/files/assets/downloads/page0070.pdf, accessed 21 February,2014

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Scott,G., Tilbury,D., Deane E., Turn Around Leadership for Sustainability in Higher Education, University of Western Sydney, 2012. http://www.uws.edu.au/__data/assets/pdf_file/0012/401241/TLSHE_executive_summary_final_version_for_web.pdf, accessed 28 February, 2014

Stern, N. (2006). Stern Review On The Economics Of Climate Change. Executive Summary, http://www.wwf.se/source.php/1169158/Stern%20Summary_of_Conclusions.pdf, accessed February 2, 2014.

Sustainability Curriculum in Higher Education, A Call to Action, Association for the Advancement of Sustainability in Higher Education, Denver, Colorado, 2010.

United Nations Global Action Plan ,Proposal For A Global Action Programme On Education For Sustainable Development As Follow-Up To The United Nations Decade Of Education For Sustainable Development (Desd) After 2014, http://unesdoc.unesco.org/images/0022/002223/222324e.pdf, accessed February 21,2014.

UWA Education Futures Vision Statement ,Minutes Of A Meeting Of The Teaching And Learning Committee Held On Thursday, 6th March 2014, , http://www.teachingandlearning.uwa.edu.au/staff/committees/teachinglearningcommittee, accessed 26 March, 2014.

UWA Educational Principles, http://www.teachingandlearning.uwa.edu.au/staff/principles, accessed 6 March 2014

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