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A shift in ones worldview, a change in perspective

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A shift in ones worldview, a change in perspective

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Transformation takes place at the level of 'being' as well as 'knowing'

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Learning that transforms sets of fixed assumptions and expectations to make them more inclusive, sophisticated, open, reflective, and emotionally changeable

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Learning that transforms sets of fixed assumptions and expectations to make them more inclusive, sophisticated, open, reflective, and emotionally changeable

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Challenging existing beliefs and new rational perspectives

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Challenging existing beliefs and new rational perspectives

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getting out of the personal comfort zone

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getting out of the personal comfort zone

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Liminality, spaces of 'not knowing' and uncertainty

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Liminality, spaces of 'not knowing' and uncertainty

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System thinking, incl the ability to see something as a part of a whole

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System thinking, incl the ability to see something as a part of a whole

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personal student essays about their learning journey

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personal student essays about their learning journey

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active use of spaces, space and time for reflexivity

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active use of spaces, space and time for reflexivity

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Highlights

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Holistic assessment model for participation in sustainability implementation.

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Assessment procedure as a reflective transformative exercise.

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Fostering experience of interconnectedness of human-nature relationships.

Abstract

The implementation of sustainability in higher education has been advanced over at least the last two decades and brought sustainability assessment on the research agenda of Education for Sustainable Development (ESD) and sustainability science. Participatory approaches have gained increasing attention in these endeavours, but remain often vague and less addressed in sustainability assessment procedures. To fill in this gap, an indicator-based model, INDICARE, was developed that can assist in assessing participatory processes within higher education's sustainability initiatives. The objective of this paper is to introduce and discuss the model's theoretical background, its structure, applicability, and how it can broaden the perspectives on participation and sustainability assessment in the university context.

Embedded in a cross-sectional qualitative research design, the model was developed in iterative stages and was presented and adjusted along six feedback loops, having been presented to 98 persons during conferences, workshops and university meetings. Inspired by biophilic ideas, transformative learning theories and participatory evaluation, INDICARE follows an ecocentric and integrative perspective that places the earth and its community at the centre of attention. A preliminary set of thirty indicators and practices, grouped in three categories of context, process, and transformation, is proposed. The assessment process itself is considered as a thought-provoking exercise rather than as a control tool and emphasizes the interplay of personal reflection and action-oriented outreach. INDICARE intends to invigorate the sustainability debate in higher education, in particular by proposing a more holistic approach to assessment that underlines experiencing the interconnectedness of human-nature relationships, combined with reflective exercises that can respond better to the call for transformation on individual and institutional level.

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The INDICARE-model - measuring and caring about participation in higher education's sustainability assessment

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Holistic assessment model for participation in sustainability implementation. * Assessment procedure as a reflective transformative exercise. * Fostering experience of interconnectedness of human-nature relationships. The implementation of sustainability in higher education has been advanced over at least the last two decades and brought sustainability assessment on the research agenda of Education for Sustainable Development (ESD) and sustainability science.

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individual reflections about the group work process

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individual reflections about the group work process

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An environment that supports students through the somewhat daunting experience of questioning their values and worldview

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An environment that supports students through the somewhat daunting experience of questioning their values and worldview

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What about transformation as a product or a process for change in society (such as new collaborations among societal actors).

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can be reflected in final project outcomes

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can be reflected in final project outcomes

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assessment over a longer period of time 

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assessment over a longer period of time 

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Reflexive practice with staged assessments

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Reflexive practice with staged assessments

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long-term impact can not be possible to measure during the course or even MSc programme

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long-term impact can not be possible to measure during the course or even MSc programme

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Work in a diverse teams and explicitly discuss divergent views

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perhaps, also more attention to processes in relation to outcomes

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perhaps, also more attention to processes in relation to outcomes

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An example rubric from the B. Creative Intelligence and Innovation, TD School

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An example rubric from the B. Creative Intelligence and Innovation, TD School

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to consider limitations of self-reporting

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to consider limitations of self-reporting