London South Bank University

Partnerships for sustainability

Project Leaders: Ros Wade and Jenneth Parker, Programme Directors, Education for Sustainability Programme

Introduction to the module

In consultation with a wide group of stakeholders a proposal has been produced for Partnerships for Sustainability, a new stand-alone short course that can also be part of the postgraduate Education for Sustainability (EfS) Programme which offers certificate, diploma and masters courses. The module could be offered to students taking the MSc in Development Studies as well as students following the Business School MBA. Stakeholders were drawn from the same groups as the proposed target audience of the module: corporations; small and medium sized businesses; central government; local government; public sector organisations; civil society organisations, and non-governmental organisations (NGOs). The stakeholders were positive about global citizenship concepts and frameworks and found such approaches relevant to their varied professional contexts.

Main module aims include:

  • the development of change agents for sustainable development within the workplace
  • the encouragement and enabling of effective partnerships between business, government and the public sector.

Learning outcomes will equip participants to:

  • understand key issues of sustainable development and their relevance for the corporate, public or voluntary sector
  • analyse factors involved in changing knowledge cultures
  • identify ways of facilitating awareness and understanding of sustainable development
  • exchange experience and best practice
  • advocate for change within their department or organisation
  • develop a sustainable development communications and training strategy or programme for their particular context.

The module will include site visits and presentations that will provide opportunities to involve colleagues. Assessment will consist of two or three work related assignments.

Key issues

  • Linking the agendas of sustainability, regeneration and inclusion to the development of global citizenship can enhance success in a higher education context.
  • A stakeholder approach to course development can bring great benefits, providing market research and expertise. It does, however, require time to build trust and open mindedness, to understand the different contexts, and to work through institutional barriers.
  • The absence of a centrally controlled curriculum gives higher education scope to innovate. Opportunities may be greatest at times of policy change.

More examples of practice:

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