Browsing All Posts filed under »CfS_Agenda4-CurrentStatus«

Sustainability status of student intake: seeking feedback on survey design

February 28, 2008


We are preparing a survey to be administered in conjunction with the First Impressions Survey (second week in March). By surveying all incoming students across the institution we’re aiming to create a benchmark that will enable us to follow student progress throughout their education, and possibly beyond. In the first instance finding out what they […]

Beginning a dialogue to generate a vision (4)

August 9, 2007


Do we have any local examples that would suit being used as case studies? How can we shift sustainability from a fad to an enduring basis of what we do?   Zorn and Collins (earlier post) ask whether is sustainability is “merely a fashion”, with connotations of “frivolousness, an emphasis on aesthetics (particularly superficial or […]

Beginning a dialogue to generate a vision (3)

August 8, 2007


What might be computing’s equivalent of the cradle to cradle approach? What is missing from current graduates that can be expressed as learning outcomes?   Schaller (1993) argued that sustainability both benefits from and is hampered by imprecision: “as a destination, sustainability is like truth and justice — concepts not readily captured in concise definitions”. […]

Beginning a dialogue to generate a vision (2)

August 7, 2007


 Where are local businesses on Willard’s continuum? Remembering how Bob Willard identifies five stages of an organisations adoption of sustainability. I think these are very useful – it helps give context to problems and decisions. I liked this distinction(full post) Stage 4 companies “do the right things” so that they are successful businesses. Stage 5 […]

Beginning a dialogue to generate a vision

August 6, 2007


The “every graduate” approach means that sustainable practice is recognised as a core capability which must be developed within the context of each discipline. A premise of the CfS Agenda is that we work with disciplines to articulate appropriate responses, coming at problems from both incremental and transformative directions. The first four items on the […]