Turning the Titanic: inertia and the drivers of climate change education

Abstract

Purpose

The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs.

Design/methodology/approach

This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non-standards-based curriculum design, developed and delivered by a partnership of four North American universities.

Findings

The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating.

Practical implications

The paper includes implications for postgraduate level curricula design, implementation and programme evaluation.

Originality/value

The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non-standards-based curriculum.

Citation

J. Fahey, S., R. Labadie, J. and Meyers, N. (2014), "Turning the Titanic: inertia and the drivers of climate change education", Journal of Applied Research in Higher Education, Vol. 6 No. 1, pp. 44-62. https://doi.org/10.1108/JARHE-01-2013-0003