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Title: | Do European quality assurance frameworks support integration of transformative learning for sustainable development in higher education? | Authors: | JANSSENS, Lise KUPPENS, Tom Mula, Ingrid Staniskiene, Egle Zimmermann, Anne B. |
Issue Date: | 2022 | Publisher: | EMERALD GROUP PUBLISHING LTD | Source: | INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION, 23 (8) , p. 148 -173 | Abstract: | Purpose A transition toward sustainable development requires engagement of university students in transformative learning. Therefore, quality frameworks and processes should support deep approaches to sustainable development in higher education. Research and initiatives that connect sustainable development, higher education and quality assurance (QA) are lacking. This study aims to explore to what extent quality assurance agencies in Europe support transformative learning for sustainable development in their frameworks. Design/methodology/approach The authors conducted a qualitative analysis of national QA frameworks in the European Higher Education Area (EHEA) to assess whether they support transformative learning for sustainable development. First, frequency analysis was undertaken; second, a blended coding approach was used to investigate whether and how transformative learning for sustainable development is addressed. Findings Overall, the authors found little support for transformative learning for sustainable development in most QA frameworks. One exception is the framework of the United Kingdom, which includes a specific guide on education for sustainable development wherein transformative learning is prominently mentioned. To a lesser extent, some support exists in the frameworks of Estonia, Holy See, Romania, Sweden, Switzerland and Ukraine. Although the transformative learning for sustainable development approach is not explicitly mentioned in most QA frameworks, many of them contain opportunities to highlight it. France and The Netherlands offer guidelines and criteria for acquiring a sustainable development label, while Andorra suggests including the sustainable development goals in institutional quality assessment. Originality/value The research provides the first map of how countries within the EHEA support transformative learning for sustainable development in national QA systems. | Notes: | Janssens, L (corresponding author), Hasselt Univ, Ctr Environm Sci, UHasselt Environm Econ Res Grp, Diepenbeek, Belgium.; Janssens, L (corresponding author), COPERNICUS Alliance European Network Higher Educ, Luneburg, Germany. lise.janssens@uhasselt.be |
Keywords: | Transformative learning; Higher education; Sustainable development;;Quality assurance | Document URI: | http://hdl.handle.net/1942/37236 | ISSN: | 1467-6370 | e-ISSN: | 1758-6739 | DOI: | 10.1108/IJSHE-07-2021-0273 | ISI #: | WOS:000778200400002 | Rights: | This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/ licences/by/4.0/legalcode | Category: | A1 | Type: | Journal Contribution | Validations: | ecoom 2023 |
Appears in Collections: | Research publications |
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