Forum - Quasi-states, weak states and the partition of Africa
In: Review of international studies: RIS, Band 26, Heft 2, S. 311-320
ISSN: 0260-2105
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In: Review of international studies: RIS, Band 26, Heft 2, S. 311-320
ISSN: 0260-2105
In: Ethnic groups: an internat. periodical of ethnic studies, Band 9, Heft 2, S. 83-105
ISSN: 0308-6860
In: Politics: Australasian Political Studies Association journal, Band 23, Heft 1, S. 103-107
In: Current Perspectives on International Terrorism, S. 155-205
In: The Indian journal of political science, Band 47, Heft 2, S. 258
ISSN: 0019-5510
In: Aspects of Sovereignty, S. 143-159
In: Consider Somaliland, S. 13-31
In: IZA Discussion Paper No. 5408
SSRN
In: International affairs, Band 24, Heft 2, S. 285-285
ISSN: 1468-2346
In: International affairs, Band 23, Heft 4, S. 614-615
ISSN: 1468-2346
In: Chinese Studies: ChnStd, Band 10, Heft 2, S. 69-87
ISSN: 2168-541X
In: Sociologický časopis: Czech sociological review, Band 55, Heft 6, S. 821-851
ISSN: 2336-128X
In: International journal of sustainability in higher education, Band 16, Heft 4, S. 407-423
ISSN: 1758-6739
Purpose– This paper aims to examine how both the amount and type of coursework impact students' conceptualizations of sustainability. Previous research demonstrates that academic coursework influences students' environmental attitudes, yet few studies have examined the impact of coursework on how students conceptualize "sustainability".Design/methodology/approach– Data are examined from the 2011 Sustainability Survey, which yielded a sample of 552 students at a medium-sized university in the southeastern USA. A series of four linear regression models estimate the impact of academic coursework on students' conceptualizations of sustainability (ecosystems/nature, eco-efficiency, community/well-being and systemic change/innovation).Findings– The results indicate that the type of course that students take significantly impacts the way in which students conceptualize this term; the number of courses taken has no statistically significant impact. This suggests that mere exposure to a particular theme in a class, rather than continued exposure to courses related to sustainability, is more important in shaping students' perceptions.Originality/value– This study expands on previous research by examining the influence of the number and type of academic coursework on students' conceptions of sustainability and provides a framework for understanding the varied ways in which sustainability is defined. This has important implications for how students approach ways to achieve a sustainable future. The results suggest that students may be exposed to particular messages within an academic division that encourage students to emphasize particular elements of sustainability. While not problematic on its face, the data demonstrate that students lack an integrated or holistic understanding of sustainability. They usually view sustainability through the same prism as the academic division where their coursework was located, and this has implications for students' continued perceptions of sustainability, academic programming of sustainability and the practice of it.
In: Pacific affairs: an international review of Asia and the Pacific, Band 62, Heft 2, S. 242
ISSN: 1715-3379
In: Pacific affairs: an international review of Asia and the Pacific, Band 50, Heft 4, S. 581
ISSN: 1715-3379