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http://hdl.handle.net/1942/37236
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DC Field | Value | Language |
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dc.contributor.author | JANSSENS, Lise | - |
dc.contributor.author | KUPPENS, Tom | - |
dc.contributor.author | Mula, Ingrid | - |
dc.contributor.author | Staniskiene, Egle | - |
dc.contributor.author | Zimmermann, Anne B. | - |
dc.date.accessioned | 2022-04-21T11:49:41Z | - |
dc.date.available | 2022-04-21T11:49:41Z | - |
dc.date.issued | 2022 | - |
dc.date.submitted | 2022-04-19T11:25:07Z | - |
dc.identifier.citation | INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION, 23 (8) , p. 148 -173 | - |
dc.identifier.uri | http://hdl.handle.net/1942/37236 | - |
dc.description.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. | - |
dc.language.iso | en | - |
dc.publisher | EMERALD GROUP PUBLISHING LTD | - |
dc.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 | - |
dc.subject.other | Transformative learning; Higher education; Sustainable development; | - |
dc.subject.other | Quality assurance | - |
dc.title | Do European quality assurance frameworks support integration of transformative learning for sustainable development in higher education? | - |
dc.type | Journal Contribution | - |
dc.identifier.epage | 173 | - |
dc.identifier.issue | 8 | - |
dc.identifier.spage | 148 | - |
dc.identifier.volume | 23 | - |
local.format.pages | 26 | - |
local.bibliographicCitation.jcat | A1 | - |
dc.description.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. | - |
dc.description.notes | lise.janssens@uhasselt.be | - |
local.publisher.place | HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND | - |
local.type.refereed | Refereed | - |
local.type.specified | Article | - |
dc.identifier.doi | 10.1108/IJSHE-07-2021-0273 | - |
dc.identifier.isi | WOS:000778200400002 | - |
local.provider.type | wosris | - |
local.description.affiliation | [Janssens, Lise; Kuppens, Tom] Hasselt Univ, Ctr Environm Sci, UHasselt Environm Econ Res Grp, Diepenbeek, Belgium. | - |
local.description.affiliation | [Janssens, Lise; Kuppens, Tom; Mula, Ingrid; Staniskiene, Egle; Zimmermann, Anne B.] COPERNICUS Alliance European Network Higher Educ, Luneburg, Germany. | - |
local.description.affiliation | [Kuppens, Tom] Hasselt Univ, UHasselt Sch Educ Studies, Hasselt, Belgium. | - |
local.description.affiliation | [Kuppens, Tom] Vrije Univ Brussel VUB, Multidisciplinary Inst Teacher Educ, Brussels, Belgium. | - |
local.description.affiliation | [Mula, Ingrid] Univ Girona, Educ Res Inst, Girona, Spain. | - |
local.description.affiliation | [Staniskiene, Egle] Kaunas Univ Technol, Sch Econ & Business, Kaunas, Lithuania. | - |
local.description.affiliation | [Zimmermann, Anne B.] Univ Bern, Ctr Dev & Environm, Bern, Switzerland. | - |
local.uhasselt.international | yes | - |
item.contributor | JANSSENS, Lise | - |
item.contributor | KUPPENS, Tom | - |
item.contributor | Mula, Ingrid | - |
item.contributor | Staniskiene, Egle | - |
item.contributor | Zimmermann, Anne B. | - |
item.fulltext | With Fulltext | - |
item.validation | ecoom 2023 | - |
item.fullcitation | JANSSENS, Lise; KUPPENS, Tom; Mula, Ingrid; Staniskiene, Egle & Zimmermann, Anne B. (2022) Do European quality assurance frameworks support integration of transformative learning for sustainable development in higher education?. In: INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION, 23 (8) , p. 148 -173. | - |
item.accessRights | Open Access | - |
crisitem.journal.issn | 1467-6370 | - |
crisitem.journal.eissn | 1758-6739 | - |
Appears in Collections: | Research publications |
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File | Description | Size | Format | |
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10-1108_IJSHE-07-2021-0273.pdf | Published version | 763.44 kB | Adobe PDF | View/Open |
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