Robin Roy, Stephen Potter and Karen Yarrow
This paper aims to summarise the methods and main findings of a study of the environmental impacts of providing higher education (HE) courses by campus‐based and…
Abstract
Purpose
This paper aims to summarise the methods and main findings of a study of the environmental impacts of providing higher education (HE) courses by campus‐based and distance/open‐learning methods.
Design/methodology/approach
The approach takes the form of an environmental audit, with data from surveys of 20 UK courses – 13 campus‐based, seven print‐based and online distance learning courses – covering travel, paper and print consumption, computing, accommodation, and campus site impacts. Results were converted into energy and CO2 emissions per student per 100 hours of degree study.
Findings
Distance learning HE courses involve 87 per cent less energy and 85 per cent lower CO2 emissions than the full‐time campus‐based courses. Part‐time campus HE courses reduce energy and CO2 emissions by 65 and 61 per cent, respectively, compared with full‐time campus courses. The lower impacts of part‐time and distance compared with full‐time campus courses is mainly due to a reduction in student travel and elimination of much energy consumption of students' housing, plus economies in campus site utilisation. E‐learning appears to offer only relatively small energy and emissions reductions (20 and 12 per cent, respectively) compared with mainly print‐based distance learning courses, mainly because online learning requires more energy for computing and paper for printing.
Research limitations/implications
Assumptions were made in order to calculate the energy and emissions arising from the different HE systems. For example, it was decided to include all the energy consumed in term‐time accommodation for full‐time campus students while part‐time campus and distance learning students live at home, only requiring additional heating and lighting for study. Future studies could include more distance and blended learning courses offered by institutions other than the UK Open University and impacts other than CO2 emissions.
Practical implications
Existing HE sustainability programmes should be broadened beyond considering campus site impacts and “greening the curriculum”. Indeed, were HE expansion to take environmental impacts seriously, then part‐time and distance education should be prioritised over increasing full‐time provision. This appears compatible with the Leitch Review of Skills on continuing education and training for the UK workforce.
Originality/value
The paper represents the only existing quantitative study of this issue.
Details
Keywords
The Principle of Legitimacy as formulated by Malinowski (1930) states that the father is indispensable for the full status of the child and that distinctions are always drawn…
Abstract
The Principle of Legitimacy as formulated by Malinowski (1930) states that the father is indispensable for the full status of the child and that distinctions are always drawn which stigmatise those who are fatherless in a social sense. The universality of this rule has been a moot point since there is empirical refutation of it in Caribbean societies, which have consistently high illegitimacy rates (Hartley, 1980) and more recently, the concurrent rise of illegitimacy rates in the U.S. (U.S. Bureau of Census, 1982:66) and in many European countries since the 1950s (Eurostat, 1983) suggests that the Principle of Legitimacy is an anachronism. Whether it is limited in its application or obsolete cannot be determined, however, without first considering the validity of illegitimacy rates as a measure of fatherlessness. That is, can high or escalating illegitimacy rates be taken as evidence that the father's role is diminished and the mother‐father‐child triad supplanted? In Scandinavian countries, it is clearly the case that they cannot. Trost (1977; 1978) has pointed out that in Sweden, cohabitation is increasingly regarded as a viable alternative to marriage and that many children born illegitimate are fatherless only according to a strictly legal definition. Similarly, Carter (1977: 131) discussing historical data from Great Britain, has maintained that illegitimacy rates denote official categorisation and do not necessarily reflect the formation of incomplete families. He argues that whereas birth and death are defined biologically, illegitimacy and suicide are social definitions. The same problems hindering the utility of suicide data, he asserts, arise in the construction of illegitimacy rates and ratios and in an equally intractable form.
The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).
Abstract
Purpose
The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).
Design/methodology/approach
First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).
Findings
While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.
Research limitations/implications
This is not a formal review or meta-analysis.
Practical implications
This paper will be a useful resource for teachers and those interested in PK-20 education.
Social implications
This paper highlights the problems and opportunities for bringing compassion into education settings.
Originality/value
To date, no review of compassion in PK-20 exists.