Week Three: What does education for sustainability mean to the Otago Polytechnic?
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The challenge for week 3 is describe what a sustainable practitioner might look like, or what characteristics they might have, within your school/department.
So naturally for me I start looking for a definition of "sustainable practitioner". Hmm, you know it is going to be a challenge when you start reading about how these concepts cannot be readily defined and often a lot of waffle follows.
A 2009, SIGCHI Workshop Position Paper by Sam Mann did help me narrow the discussion down to the idea that a sustainable practitioner is someone who uses their understanding of social, environmental and economic sustainability to evaluate, reflect on and act in a way that enhances a sustainable future. In other words a practitioner that questions what is, and takes responsible, well-considered action where and when appropriate.
The key to the actions of sustainable practitioners is their underlying knowledge and understanding, therefore the concept that education regarding social, environmental and economic sustainability is core to any programme has become an important focus for Otago Polytechnic. This is highlighted in the document A Simple Pledge.
In terms of Otago Polytechnic the move towards sustainable practice has been in progress since at least 2004. "In 2004 the Otago Polytechnic Leadership Team made a commitment to become a sustainable organisation and a leader in the field of education for sustainability."
The main strategic direction was to ensure that education for sustainability was woven into every programme offered. This has been the intent but it would be valuable to evaluate how effective this has been in practice. How many staff do have a good understanding of social, environmental and economic sustainability that they can then support the development of sustainable practice capability in students?
Otago Polytechnic is endeavouring to practice sustainably within it's own business context as demonstrated by the development and ongoing maintenance of the living campus and also by recent initiatives such as the replacement of coal-burning boilers to wood chip boilers that reduce the particulate air pollution emissions to less than a third of the previous emissions.
So to come back to the original question what characteristics would a sustainable practitioner have in my own area - the Educational Development Centre?
I believe one of the key characteristics needs to be critical thinking. That ability to effectively evaluate, reflect upon and choose actions wisely.
Because the majority of clients accessing EDC are staff, then social sustainability would have to be a major component.
Espdesign.org identify several major factors to social sustainability:
Whilst EDC practitioners cannot necessarily protect the mental and physical health of staff through our interactions we can certainly encourage self-protection and build capability in relation to the work practices of staff to support this.
EDC staff certainly encourage community through networking, linking staff and Departments with a common focus, and development and support for communities of practice.
Treating all stakeholders fairly is achieved through identifying and responding to needs without bias, and with respect for cultural difference and through ensuring opportunities are available for all staff to develop their capability as required.
Providing essential services builds on a strong belief in life-long learning and the continued development of capability building. This largely focuses on but is not exclusive to the area of supporting and developing the facilitation of learning.
When looking at the bigger picture a sustainable practitioner needs to consider the full 'life' cycle of whatever they are engaging with.
A lovely example of this is the comment of the back cover of the booklet; A Simple Pledge. (Otago Polytechnic. n.d.)
"Otago Polytechnic has produced this book to share stories about its work with its community. When you have finished reading, please pass this book to someone who will enjoy it, or return it in any condition to Otago Polytechnic."
In terms of Otago Polytechnic the move towards sustainable practice has been in progress since at least 2004. "In 2004 the Otago Polytechnic Leadership Team made a commitment to become a sustainable organisation and a leader in the field of education for sustainability."
The main strategic direction was to ensure that education for sustainability was woven into every programme offered. This has been the intent but it would be valuable to evaluate how effective this has been in practice. How many staff do have a good understanding of social, environmental and economic sustainability that they can then support the development of sustainable practice capability in students?
Otago Polytechnic is endeavouring to practice sustainably within it's own business context as demonstrated by the development and ongoing maintenance of the living campus and also by recent initiatives such as the replacement of coal-burning boilers to wood chip boilers that reduce the particulate air pollution emissions to less than a third of the previous emissions.
So to come back to the original question what characteristics would a sustainable practitioner have in my own area - the Educational Development Centre?
I believe one of the key characteristics needs to be critical thinking. That ability to effectively evaluate, reflect upon and choose actions wisely.
Because the majority of clients accessing EDC are staff, then social sustainability would have to be a major component.
Espdesign.org identify several major factors to social sustainability:
- protecting the mental and physical health of all stakeholders
- encouraging community
- treating all stakeholders fairly
- providing essential services
Whilst EDC practitioners cannot necessarily protect the mental and physical health of staff through our interactions we can certainly encourage self-protection and build capability in relation to the work practices of staff to support this.
EDC staff certainly encourage community through networking, linking staff and Departments with a common focus, and development and support for communities of practice.
Treating all stakeholders fairly is achieved through identifying and responding to needs without bias, and with respect for cultural difference and through ensuring opportunities are available for all staff to develop their capability as required.
Providing essential services builds on a strong belief in life-long learning and the continued development of capability building. This largely focuses on but is not exclusive to the area of supporting and developing the facilitation of learning.
When looking at the bigger picture a sustainable practitioner needs to consider the full 'life' cycle of whatever they are engaging with.
A lovely example of this is the comment of the back cover of the booklet; A Simple Pledge. (Otago Polytechnic. n.d.)
"Otago Polytechnic has produced this book to share stories about its work with its community. When you have finished reading, please pass this book to someone who will enjoy it, or return it in any condition to Otago Polytechnic."
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