Abstract
The aim of this paper is to contribute to associating higher education in design towards meeting the challenge of global sustainability [1]. Ideas from several models and from within several disciplines as design are integrated to construct a framework through the challenges can be examined and then transacted into learning outcomes, expressed as graduate attributes. The focus of design education for global sustainability has been on encouraging consumers to modify patterns of resource consumption and waste management. To actualize this potential requires that higher education curricula in design offer experiences, which develop graduate attributes of self-efficacy, capacity for effective advocacy and interdisciplinary collaboration, as well as raise awareness of social and moral responsibilities associated with professional design practice It is important to consider the practicality of developing programs of study, which can prepare graduates with the necessary knowledge and values. Higher education in design must develop the capacity in graduates to prioritize actions after balancing all the social, environmental and economic costs and benefits [2]. So, the curriculum in design should include experiences, which lead to a greater awareness of social and moral responsibilities. Especially, in a larger self-awareness of personal value systems and a willingness to revise them is required to prepare design graduates for work towards sustainability.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Von Schomberg, R.: The objective of sustainable development: are we any closer? In: Foresight, Working Papers Series No. 1 (2002)
Davies, S., Edmister, J., Sullivan, K., West, C.: Educating sustainable societies for the twenty-first century. Int. J. Sustain. High. Educ. 4(2), 169–179 (2003)
World Commission on Environment and Development (1991)
United Nations: Report of the United Nations conference on the human environment stockholm, 5–16 June 1972 (1995)
Elkington, J.: Cannibals with Forks: The Triple Bottom Line of the 21st Century. New Society Publishers, Gabriola Island/Stony Creek (1997)
Van Der Wal, J., Noorman, K.: Analysis of household metabolic flows. In: Noorman, K.J., Uiterkamp, T.S. (eds.) Green Households? Domestic Consumers, Environment and Sustainability. Earthscan Publications Ltd., London (1998)
Marcoux, A.: Population and environmental change: from linkages to policy issues sustainable development department. Food and Agriculture Organisation of the United Nations (1999)
Noorman, K.J., Biesiot, W., Uiterkamp, A.J.M.: Household metabolism in the context of sustainability and environmental quality. In: Noorman, K.J., Uiterkamp, T.S. (eds.) Green Households? Domestic Consumers, Environment and Sustainability. Earthscan Publications Ltd., London (1998)
Lowe, I.: Social behaviour: incentives for sustainability. In: Plenary Proceedings of CRC Coast to Coast Conference Proceedings (2002)
Cude, B.: Consumer perceptions of environmental marketing claims: an exploratory study. J. Consum. Stud. Home Econ. 17, 207–225 (1993)
Niva, M., Timonen, P.: The role of consumers in product-oriented environment policy: Can the consumer be the driving force for environmental improvements? Int. J. Consum. Stud. 25(4), 331–338 (2001)
Payne, J.W., Bettman, J.R., Johnson, E.J.: The Adaptive Decision Maker. Cambridge University Press, New York (1993)
Sherren, K.: Core issues: reflections on sustainability in Australian University coursework programs. Int. J. Sustain. High. Educ. 7(4), 400–413 (2006)
Byrne, M.: Factors involved in the learning of consumer studies. Int. J. Consum. Stud. 25(4), 322–330 (2001)
Schriberg, M.: Institutional assessment tools for sustainability in higher education: strengths, weaknesses and implications for practice and theory. High. Educ. Pol. 15, 153–167 (2002)
Thomas, I.: Sustainability in tertiary curricula: what is stopping it happening? Int. J. Sustain. High. Educ. 5(1), 33–47 (2004)
Institute of Environmental Studies: Education for Sustainability, UNSW Publishing and Printing Services, Sydney. International Association of Universities (2006), IAU Conference: Education for a Sustainable Future. Conference General Report (1999)
Reid, A., Petocz, P.: The UN decade for sustainable development: what does it mean for higher education?. In: HERDSA 2005 Conference Proceedings (2005)
Clugston, R.: Introduction. In: Filho, W. (ed.) Peter Lang, Frankfurt (2002)
Potschin, M., Haines-Young, R.: Rio + 10, sustainability science and landscape ecology (2006)
Bandura, A.: Social cognitive theory. In: Vasta, R. (ed.) Six Theories of Child Development, pp. 1–60. JAI, Greenwich (1992)
Mumaw, C.R., Sugawara, A.I., Pestle, R.: Teacher efficacy and past experiences as contributors to the global attitudes and practices among vocational home economics teachers. Family Consum. Sci. Res. J. 24(1), 92–109 (1995)
Wals, A., Jickling, B.: Sustainability in higher education: from doublethink and newspeak to critical thinking and meaningful learning. Int. J. Sustain. High. Educ. 3(3), 221–232 (2002)
Smith, F.M.: Assessment of student outcomes in home economics higher education. Family Consum. Sci. Res. J. 23(4), 347–367 (1995)
Boyer, E.: Scholarship Reconsidered: Priorities of the Professoriate (1990)
McGregor, S.L.T.: Towards developing a global perspective in the field of consumer studies. J. Consum. Stud. Home Econ. 23(4), 207–211 (1998)
Crompton, S., Roy, R., Caird, S.: Household ecological footprinting for active distance learning and challenge of personal lifestyles. Int. J. Sustain. High. Educ. 3(4), 313–324 (2002)
Muijen, H.: Integrating value education and sustainable development into a Dutch university curriculum. Int. J. Sustain. High. Educ. 5(1), 21–32 (2004)
McMichael, A., Butler, C., Folks, C.: New visions for addressing sustainability. Science 302, 1919–1920 (2003)
Kates, R., Clark, W., Corell, R., Hall, M., Jaeger, C., Lowe, I., McCarthy, J., Schnellnhuber, H., Bolin, B., Cdickson, N., Faucheux, S., Gallopin, G., Gruebler, A., Huntley, B., Jäger, J., Joha, N., Kasperson, R., Mabogunje, A., Matson, P., Mooney, H., Moore, B., O’Riordan, T., Svedin, U.: Sustainability Science. Research Centre and Assessment Systems for Sustainability. Environment and Natural Resources Program, John F. Kennedy School of Government. Harvard University, MA (2000)
O’Riordan, T.: Vignette 2.1 education for sustainability. In: Scott, W., Gough, S. (eds.) Key Issues in Sustainable Development and Learning. RoutledgeFalmer, New York (2004)
Dobson, A.: Economic behaviour: value and values. In: Scott, W., Gough, S. (eds.) Key Issues in Sustainable Development and Learning. RoutledgeFalmer, New York (2004)
Clark, W., Dixon, N.: Sustainability science: the emerging research program. Proc. National Acad. Sci. U.S.A. Sci. Technol. Sustain. Dev. Spec. Feature 100, 8059–8061 (2003)
Wright, J.: The introduction of sustainable design into the curriculum of the architectural studies program, SIUC. In: Human, Earth, Culture: Summary of World Congress on Environmental Design for the New Millenium, World Congress on Environmental Design, Seoul, Korea (2000)
Yang, Y., Giard, J.: Industrial design education for sustainability: structural elements and pedagogical solutions. Paper presented at the IDSA National Design Education Conference, Boston, MA (2001)
Fleming, R.: Design Education for a Sustainable Future, 1Â s edn. Routledge, Abingdon (2013)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this paper
Cite this paper
Lobo, T. (2020). Directions Towards Sustainability Through Higher Education. In: Rebelo, F., Soares, M. (eds) Advances in Ergonomics in Design. AHFE 2019. Advances in Intelligent Systems and Computing, vol 955. Springer, Cham. https://doi.org/10.1007/978-3-030-20227-9_31
Download citation
DOI: https://doi.org/10.1007/978-3-030-20227-9_31
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-20226-2
Online ISBN: 978-3-030-20227-9
eBook Packages: EngineeringEngineering (R0)