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      The Roles of Policy, Conceptualizations, and Pedagogical Methods in Teaching about Sustainable Consumption in Higher Education: A Mixed Methods Study

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      HARGIS-THESIS-2017.pdf (3.016Mb)
      Date
      2017-04-27
      Author
      Hargis, Kristen 1986-
      ORCID
      0000-0002-9429-1421
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      This study sought to understand how sustainable consumption (SC) is taught within Canadian post-secondary education (PSE) institutions. More specifically, this study investigated how faculty define and conceptualize SC, both personally and within their classrooms, how they teach about SC, and how they came to teach about it in those ways. Connections between content and methods to international, national and/or institutional policies were also explored. This study was part of a larger project conducted by the Sustainability and Education Policy Network (SEPN). SEPN analyzes and compares sustainability policy development and enactment within kindergarten to grade 12 (K-12) schools and PSE institutions across Canada. The current study was situated within the national survey component of the SEPN project and utilized an embedded mixed methods design. Data included survey results, semi-structured interviews, and course materials provided by six faculty members. Data analysis stemmed from the philosophical viewpoint of constructivism. From this analysis, faculty members’ definitions of SC were categorized as either futures thinking or needs-based thinking. Faculty members’ conceptualizations of SC within their classrooms were categorized according to four overarching themes of: functional, sociological, psychological, and economic considerations. While faculty members utilized a variety of teaching methods, those that were also compatible with social learning theory were particularly useful in overcoming barriers. Teaching methods developed from a variety of factors unique to each individual but generally resulted from their education, research, reading, personal and work experiences, and relationships. Most participants appeared to be somewhat influenced by policies, though this influence was not always readily apparent. This study provides a useful addition to the literature as few studies assess faculty members’ conceptualizations of SC and it also provides an in-depth overview of possible conceptualizations and teaching methods.
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Foundations
      Program
      Educational Foundations
      Supervisor
      McKenzie, Marcia
      Committee
      Haluza-Delay, Randolph; McVittie, Janet; Murphy, Shaun; Balzer, Geraldine
      Copyright Date
      June 2017
      URI
      http://hdl.handle.net/10388/7830
      Subject
      Education for sustainable consumption
      Conceptualizations
      Teaching methods
      Education policy
      Social learning theory
      Practice theory
      Higher education
      Mixed methods
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