Pedagogical approaches and design aspects to enable leadership for sustainable development

Sustainability

Volumn 5, Issue 3, 2012, Pages 172-181

  Missimer, Merlina ^a   Connell, Tamara ^a  

^a BLEKINGE INSTITUTE OF TECHNOLOGY   (Sweden)

Author keywords

[No Author keywords available]

Indexed keywords

COMPLEXITY; DECISION MAKING; ENVIRONMENTAL PLANNING; HIGHER EDUCATION; HOLISTIC APPROACH; LEADERSHIP; LEARNING; SUSTAINABILITY; SUSTAINABLE DEVELOPMENT; UNIVERSITY SECTOR;

SWEDEN;

EID: 84862195243     PISSN: 19370695     EISSN: None     Source Type: Journal    
DOI: 10.1089/SUS.2012.9961     Document Type: Article

References (94)

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91. When assessing the impact of different pedagogical approaches and design elements, the survey asked respondents to evaluate the impact based on the following categories: "Detracted from my development," "No impact on my development," "A slightly positive impact on my development," "A very positive impact on my development," "Critical/Essential to my development," "Not applicable in my year" (this was added because there have been minor adjustment in certain elements over the years), and "Not sure.
92. This survey was conducted in August 2010, when there were 306 active alumni.
93. Percentages here indicate the combined results for "Somewhat Enhanced" plus "Greatly Enhanced" divided by the total number of participants who self-assessed as not "Already quite good at this, thus limited room for improvement." All results will be reported in this manner.
94. Given the dates of the survey, 40 of the 142 respondents had graduated less than two months earlier; thus these statistics have limited meaning and application.