Content analysis of sustainability concepts into courses outlines of agricultural disciplines, agricultural and natural resources college, University of Tehran

Document Type : Research Paper

Authors

1 Ph.D. , Department of Agricultural Extension & Education, Faculty of Agricultural Economics & Development, University of Tehran, Iran

2 Professors, Department of Agricultural Extension & Education, Faculty of Agricultural Economics & Development, University of Tehran, Iran

Abstract

The present study was conducted to analyzing integration of sustainability concepts into approved outlines of compulsory specialized courses in the six agricultural disciplines in the last 20 years using mix content analysis method. Population in this analysis was all of the approved outlines of compulsory specialized courses of agricultural disciplines at the agricultural and natural resources college of university of Tehran in during 1370-90. The samples were disciplines that 1365's and 1383's outlines were available simultaneously. Therefore, 191 courses have been analyzed. The results indicated the low mean of the integration level of sustainability categories in analyzed disciplines. Environmental sustainability category has allocated the highest level of integration to itself with 3.41 percent among other categories. Hence, content of compulsory courses of analyzed disciplines have been trended toward environmental category. In addition, institutional, social and economic categories priorities have been the second to fourth respectively in integration level of sustainability concepts.

Keywords


Alavi Moghaddam, M. R., Taher-shamsi, A. & Maknoun, R. (2007). The role of environmental engineering education in sustainable development in Iran AUT experience. International Journal of Sustainability in Higher Education, 8 (2), 123-130. DOI: 10.1108/14676370710726599
Carew, A. L. & Mitchell, C. A. (2001). What do engineering undergraduates need to know, think or feel to understand sustainability?. Proceedings of the 6th World Congress of Chemical Engineering, 23-27 September 2001, Institution of Chemical Engineers, Melbourne, Australia, pp 115
Chhokar, K. B. (2010). Higher education and curriculum innovation for sustainable development in India. International Journal of Sustainability in Higher Education, 11(2), 141-152. DOI: 10.1108/14676371011031865
Dawe, G., Jucker, R. & Martin, S. (2005). Sustainable development in higher education: current practice and future developments. Higher Education Academy, York Science Park, Heslington, York, from http://www.heacademy.ac.uk/assets/documents/sustainability/sustdevinHEfinalreport.pdf
Edwards, M., Alvarez-Sanchez, D. & Sanchez-Ruiz, L. M. (2007). Engineering education and competences for sustainability education in Spain. International Conference on Engineering Education, 3–7 September 2007: Coimbra, Portugal, from http://digital.csic.es/bitstream/10261/10157/1/AC215_1_ICEEMonica.pdf
Eftekhari, A., Arefnia, Kh., Sajasi Ghidari, H., Parishan, M. & Azimi, J. (2009). Content analysis of 4th development program concerning goals of UN decade (2005-2014). Geography Journal, 6 (18-19), 47-62. In Farsi
Global University Network for Innovation. (2010). Higher Education’s Commitment to Sustainability: from Understanding to Action. From http://www.guninetwork.org/guni.conference/2010_guni-conference
Henderson, K. & Tilbury, D. (2004). whole-school approaches to sustainability: an international review of sustainable school programs. Report prepared by theAustralian research institute in education for sustainability forthe department of the environment and heritage, Australian government, from education.qld.gov.au/corporate/research/.../henderson2004.doc
Holmberg, J. & Samuelsson, B. (2006). Drivers and barriers for implementing sustainable development in higher education. UNESCO Education sector, Technical paper 3, UNESCO. pp. 7-11.
Hurlimann, A. C. (2009). Responding to environmental challenges: an initial assessment of higher education curricula needs by Australian planning professionals. Environmental Education Research, 15 (6), 643–659. DOI: 10.1080/13504620903244159
Institution of Environmental Sciences UK. (2006). Integrating sustainable development principles into professional practice: Initial training requirements for environmental scientists. GEES/PP4SD/IES research project, from www.gees.ac.uk/projtheme/esd/esdinprofprac.doc
Kagawa, F. (2007). Dissonance in student’s perceptions of sustainable development and sustainability: Implications for curriculum change. International Journal of Sustainability in HigherEducation, 8 (3), 317‐338. DOI: 10.1108/14676370710817174
Lourdel, N., Gondran, N., Laforest, V., Debray, B. & Brodhag, C. (2007). Sustainable development cognitive map: a new method of evaluating student understanding. International Journal of Sustainability in Higher Education, 8 (2), 170-182. DOI: 10.1108/14676370710726634
Mcmillin, J. & Dyball, R. (2009). Developing a whole-of-university approach to educating for sustainability: linking curriculum, research and sustainable campus operations. Journal of Education for Sustainable Development,3 (1), 55-64. DOI: 10.1177/097340820900300113
Majumdar, Sh. (2009). Major challenges in integrating sustainable development in TVET. International experts meeting on reorienting TVET policy towards education for sustainable development, Berlin, Germany, from http://www.unevoc.unesco.org/up/DG_Paper_-_Prof_S_Majumdar_PhD.pdf
Rasuli, M. & Amir Atashani, Z. (2011). Curriculum content analysis approach. Tehran: Jameeshenasan Publication. In Farsi
Segalas, J. (2009). Engineering education for a sustainable future. Ph.D. dissertation, Technical University of Catoloina, Spain.
Sherren, K. 2005. Balancing the disciplines: a multidisciplinary perspective on sustainability curriculum content.
Australian Journal of Environmental Education, 21, 97-106.
Sterling, S. (2004a). Higher education, sustainability, and the role of systemic learning. In P. B. Corcoran & A. E. J. Wals (Eds), Higher Education and the Challenge of Sustainability: Problematic, Promise and Practice (pp. 49‐70), Kluwer Academic Publishers, Dordrecht
Sterling, S. (2004b). Sustainable education: revisioning learning and change. Schumacher Briefings. Green Books. Bristol
Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17), Retrieved Feb 20, 2012 from http://PAREonline.net/getvn.asp?v=7&n=17
Stephens, J. C. & Graham, A. C. (2010). Toward an empirical research agenda for sustainability in higher education: exploring the transition management framework. Journal of Cleaner Production, 18, 611–618.
The Higher Education Academy of UK. (2006). Sustainable development in higher education. York Science Park, Heslington, United Kingdom
UNESCO. (2005). United Nations decade of education for sustainable development: international implementation scheme (IIS). UNESCO Education Sector, Paris, 31 p, from unesdoc.unesco.org/images/0014/001486/148654e.pdf
UNESCO. (2009a). UNESCO world conference on education for sustainable development, Bonn declaration. From http://www.esd-world-conference2009.org/fileadmin/download/ESD2009_BonnDeclaration080 409.pdf
UNESCO. (2009b). Learning for a sustainable world: review of contexts and structures for education for sustainable development. Section for DESD Coordination, Division for the Coordination of United Nations Priorities in Education, UNESCO, 81 p, from www.unesco.org/education/justpublished_desd2009.pdf
UNESCO. (2009c). UN DESD global monitoring and evaluation framework (GMEF): operational plan. 31 p, from http://portal.unesco.org/education/en/files/56743/12137065225GMEFoperationalfinal.pdf/GMEF
operationalfinal.pdf
Virtual Campus for Sustainable Europe. (2008). Declarations on higher education and sustainable development. From http://www2.leuphana.de/vcse/uploads/media/Declarations_on_higher_education_and_sustainable_development.pdf