The INDICARE-model: measuring and caring about participation in higher education's sustainability assessment
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.2/11140 |
Resumo: | The implementation of sustainability in higher education has been advanced over at least the last twodecades and brought sustainability assessment on the research agenda of Education for Sustainable Devel-opment (ESD) and sustainability science. Participatory approaches have gained increasing attention inthese 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 par-ticipatory processes within higher education’s sustainability initiatives. The objective of this paper is tointroduce and discuss the model’s theoretical background, its structure, applicability, and how it canbroaden 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 stagesand was presented and adjusted along six feedback loops, having been presented to 98 persons duringconferences, workshops and university meetings. Inspired by biophilic ideas, transformative learning the-ories and participatory evaluation, INDICARE follows an ecocentric and integrative perspective that placesthe earth and its community at the centre of attention. A preliminary set of thirty indicators and prac-tices, grouped in three categories of context, process, and transformation, is proposed. The assessmentprocess itself is considered as a thought-provoking exercise rather than as a control tool and empha-sizes the interplay of personal reflection and action-oriented outreach. INDICARE intends to invigoratethe sustainability debate in higher education, in particular by proposing a more holistic approach toassessment that underlines experiencing the interconnectedness of human–nature relationships, com-bined with reflective exercises that can respond better to the call for transformation on individual andinstitutional level. |
id |
RCAP_d478c402b9e1b2ca49551e1eaf2ed2af |
---|---|
oai_identifier_str |
oai:repositorioaberto.uab.pt:10400.2/11140 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
The INDICARE-model: measuring and caring about participation in higher education's sustainability assessmentHigher educationParticipationSustainability assessmentModelIndicatorsIntegrative approachesODS::04:Educação de QualidadeODS::11:Cidades e Comunidades SustentáveisODS::12:Produção e Consumo SustentáveisODS::17:Parcerias para a Implementação dos ObjetivosThe implementation of sustainability in higher education has been advanced over at least the last twodecades and brought sustainability assessment on the research agenda of Education for Sustainable Devel-opment (ESD) and sustainability science. Participatory approaches have gained increasing attention inthese 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 par-ticipatory processes within higher education’s sustainability initiatives. The objective of this paper is tointroduce and discuss the model’s theoretical background, its structure, applicability, and how it canbroaden 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 stagesand was presented and adjusted along six feedback loops, having been presented to 98 persons duringconferences, workshops and university meetings. Inspired by biophilic ideas, transformative learning the-ories and participatory evaluation, INDICARE follows an ecocentric and integrative perspective that placesthe earth and its community at the centre of attention. A preliminary set of thirty indicators and prac-tices, grouped in three categories of context, process, and transformation, is proposed. The assessmentprocess itself is considered as a thought-provoking exercise rather than as a control tool and empha-sizes the interplay of personal reflection and action-oriented outreach. INDICARE intends to invigoratethe sustainability debate in higher education, in particular by proposing a more holistic approach toassessment that underlines experiencing the interconnectedness of human–nature relationships, com-bined with reflective exercises that can respond better to the call for transformation on individual andinstitutional level.Repositório AbertoDisterheft, AntjeCaeiro, SandraLeal Filho, WalterAzeiteiro, Ulisses2021-09-29T10:41:49Z2016-042021-09-20T09:07:41Z2016-04-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/11140eng1470-160Xcv-prod-177963510.1016/j.ecolind.2015.11.057info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T15:37:58Zoai:repositorioaberto.uab.pt:10400.2/11140Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:50:36.172583Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The INDICARE-model: measuring and caring about participation in higher education's sustainability assessment |
title |
The INDICARE-model: measuring and caring about participation in higher education's sustainability assessment |
spellingShingle |
The INDICARE-model: measuring and caring about participation in higher education's sustainability assessment Disterheft, Antje Higher education Participation Sustainability assessment Model Indicators Integrative approaches ODS::04:Educação de Qualidade ODS::11:Cidades e Comunidades Sustentáveis ODS::12:Produção e Consumo Sustentáveis ODS::17:Parcerias para a Implementação dos Objetivos |
title_short |
The INDICARE-model: measuring and caring about participation in higher education's sustainability assessment |
title_full |
The INDICARE-model: measuring and caring about participation in higher education's sustainability assessment |
title_fullStr |
The INDICARE-model: measuring and caring about participation in higher education's sustainability assessment |
title_full_unstemmed |
The INDICARE-model: measuring and caring about participation in higher education's sustainability assessment |
title_sort |
The INDICARE-model: measuring and caring about participation in higher education's sustainability assessment |
author |
Disterheft, Antje |
author_facet |
Disterheft, Antje Caeiro, Sandra Leal Filho, Walter Azeiteiro, Ulisses |
author_role |
author |
author2 |
Caeiro, Sandra Leal Filho, Walter Azeiteiro, Ulisses |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Repositório Aberto |
dc.contributor.author.fl_str_mv |
Disterheft, Antje Caeiro, Sandra Leal Filho, Walter Azeiteiro, Ulisses |
dc.subject.por.fl_str_mv |
Higher education Participation Sustainability assessment Model Indicators Integrative approaches ODS::04:Educação de Qualidade ODS::11:Cidades e Comunidades Sustentáveis ODS::12:Produção e Consumo Sustentáveis ODS::17:Parcerias para a Implementação dos Objetivos |
topic |
Higher education Participation Sustainability assessment Model Indicators Integrative approaches ODS::04:Educação de Qualidade ODS::11:Cidades e Comunidades Sustentáveis ODS::12:Produção e Consumo Sustentáveis ODS::17:Parcerias para a Implementação dos Objetivos |
description |
The implementation of sustainability in higher education has been advanced over at least the last twodecades and brought sustainability assessment on the research agenda of Education for Sustainable Devel-opment (ESD) and sustainability science. Participatory approaches have gained increasing attention inthese 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 par-ticipatory processes within higher education’s sustainability initiatives. The objective of this paper is tointroduce and discuss the model’s theoretical background, its structure, applicability, and how it canbroaden 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 stagesand was presented and adjusted along six feedback loops, having been presented to 98 persons duringconferences, workshops and university meetings. Inspired by biophilic ideas, transformative learning the-ories and participatory evaluation, INDICARE follows an ecocentric and integrative perspective that placesthe earth and its community at the centre of attention. A preliminary set of thirty indicators and prac-tices, grouped in three categories of context, process, and transformation, is proposed. The assessmentprocess itself is considered as a thought-provoking exercise rather than as a control tool and empha-sizes the interplay of personal reflection and action-oriented outreach. INDICARE intends to invigoratethe sustainability debate in higher education, in particular by proposing a more holistic approach toassessment that underlines experiencing the interconnectedness of human–nature relationships, com-bined with reflective exercises that can respond better to the call for transformation on individual andinstitutional level. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-04 2016-04-01T00:00:00Z 2021-09-29T10:41:49Z 2021-09-20T09:07:41Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.2/11140 |
url |
http://hdl.handle.net/10400.2/11140 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1470-160X cv-prod-1779635 10.1016/j.ecolind.2015.11.057 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799135094395371520 |