" Defining sustainability as an obstacle and first step A comparative discourse analysis of interpretations of sustainability across academic disciplines in higher education"
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2025-03-21
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en
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To achieve effective sustainability education, the primary challenges of defining and contest surrounding sustainability has to be addressed. This research examines how varying interpretations of sustainability are presented across academic disciplines at the Radboud University and how they affect curricula and sustainability education. For the research a discourse analysis is conducted through coding that utilises Dobson’s (1996) framework on sustainability perceptions and Snow & Benford's (1988) theory on framing. By conducting this analysis, an overview of the comprehensiveness and its effect on curricula is obtained. Simultaneously the challenge of defining sustainability and the obstacle of contest surrounding the term sustainability is addressed.
This research indicates that half of the faculties provide comprehensive sustainability education and one half not. With the interpretation of sustainability as an environmental issue with a focus on anthropocentric interest being predominantly presented in the education across all bachelor programs and faculties. This research also concludes that the Radboud University’s sustainability education is, besides rather limited in the comprehensiveness, also limited in the amount of sustainability education provided. The limited sustainability education that is provided, is for the majority compulsory. Through this examination of the curricula, challenges and opportunities are identified for improving the sustainability education.
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Faculteit der Managementwetenschappen