Sociology, Sustainability And Professional Identity: Variations In Conceptions Of Sustainability In Pedagogy And Curricula In A Single-Discipline

Author(s):

Patrick Baughan(presenting / submitting)

Conference:

ECER 2015

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 06 B, Transition of Students and Professional Identities

Paper Session

Time:

2015-09-09

15:30-17:00

Room:

391. [Main]

Chair:

Mari Karm

Contribution

The purpose of this paper is to outline and discuss a project currently being undertaken by the author which investigates student and academic staff perspectives about sustainability in pedagogy and curricula, in relation to professional identity, and in the context of a single-discipline – sociology. The central research question is: ‘What variations exist in sociology academic staff and students in their accounts about and experiences of sustainability in pedagogy and curricula in relation to their own professional identities?’

Sustainability issues are becoming much more prevalent in European higher education, as demonstrated in various areas of policy, practice, and research. My own interest lies in sustainability in teaching and curricula, issues already explored by authors such as Moore (2005), Cotton et al. (2012), Baughan (2014) and many others. Increasingly, such research has explored views of sustainability in disciplinary and other local contexts (Barlett & Chase, 2013; Jones et al., 2010), often suggesting that there exist barriers to integration of sustainability within curricula (Reid & Petocz, 2006).

But what about sustainability in higher education curricula, in sociology? For whilst sustainability has been considered in relation to other disciplines, relatively little examines sustainability in relation to sociology. This is surprising because sustainability and sociology share an interest in culture, society and social change. Therefore, this project draws on the experiences of sociology staff and students, first, because we can provide richer data by exploring the issues in a single discipline; second, because a significant minority of sociology departments in European and American universities already include coverage of sustainability in their curricula; and third, as there is a gap in research about the relationship between sustainability and sociology. In addition, the project examines these staff and student conceptions of sustainability in relation to professional identity (Henkel, 2000; Quigley, 2011), seeking to establish whether staff and students view sustainability to form part of their professional roles and identities as sociologists. Consequently, the project raises subsidiary questions such as: What do sociology staff and students understand by sustainability? Should sustainability be included within sociology curricula? Does sustainability inform self-perceptions of professional identity amongst sociologists? The inclusion of a student perspective is also important, there being relatively few studies that draw attention to the ‘student voice’ in sustainability, although recent work by Drayson et al. (2013) suggests that most students would like to see it promoted at their institutions.

Although sustainability research is under-theorised compared with other areas of educational research (Fien, 2002), the design, implementation and analysis of this study are informed by ‘the theory of the second best’ (Lipsey & Lancaster, 1956-7), a classic theory of welfare economics which has been applied to educational research on sustainability before (Cotton et al. 2009), and which will be elucidated on during the presentation. The project is also embedded in a rich literature which spans sustainability, pedagogy, and academic identity. Finally, although the study is being implemented within a particular national context (three UK universities), its outcomes and conclusions have relevance to a European, and indeed, international audience, in view of the of the increased exposure and relevance of sustainability in higher education at these levels (for example, Barlett & Chase, 2013). Also, participants of my study are themselves made up of a variety of national and cultural backgrounds.

The project will not be presented in its entirety, but, after explaining the rationale, research question, and literature base, I will discuss key tenets relating to the research approach, the findings, and the implications of the findings, emphasising the European context. Time will be set aside for comments and questions.

Method

This project adopts a phenomenographic approach, because it focuses on variation in the way a particular phenomenon (sustainability in relation to professional identity) is experienced amongst two sample groups (sociology staff and students). Phenomenography assumes that experiences may be depicted by a limited number of qualitatively distinct categories of description (Marton, 1981), and the researcher seeks to develop an understanding of the meanings of those categories and how they relate to one another (Entwistle, 1997). For this study, I will map different conceptions of the sustainability / professional identity relationship through the presentation of categories of description, and organise these into one or more nested hierarchies (Marton, 1981). It is worth noting that previous studies have demonstrated that sustainability research fits well with phenomenography (see, for example, Reid & Petocz, 2006), since, when considered in conjunction with teaching, learning and curriculum, it tends to elicit diverse views and experiences. Phenomenography can be undertaken using several research methods, but I am using semi-structured interviews as my work involves the collection of detailed, interpretive information from the participants. Whilst I have one central research question, I anticipate variation amongst students and amongst staff, but it will be interesting to cross-compare the sample sets. My research approach and methods are also informed by methodology literature such as Bryman (2008), and phenomenography literature including Åkerlind (2005) and Cousin (2009). Interviews are being undertaken in three sociology departments at different universities. At each university, a minimum of four staff and four students are being interviewed, although the final participant number is likely to be slightly higher. Data is currently being collected, but collection and analysis will be complete before the conference in September 2015. In foregrounding variation, phenomenography includes its own data analysis approach which I have used for previous projects, and for which I will be guided by other phenomenographic studies such as Åkerlind (2005, 2007) and Cousin (2009). The study has full ethical approval.

Expected Outcomes

At the time of writing, approximately half the interviews have been completed and I anticipate that all interviews will be finished by March 2015. Following this, data will be transcribed and analysed. Key findings of the project - student and staff accounts of experiences of sustainability in pedagogy and curricula in relation to their professional identities - will be presented. At the time of writing this proposal, it is not possible to outline all the findings, but initial outcomes and ‘eyeballing’ of the data point to considerable variation in views and experiences, particularly amongst staff, with students more favourably disposed towards sustainability than their staff counterparts, albeit in a plethora of different ways. More generally, outcomes point to substantial variation from a clear identification of sustainability as part of ‘being a sociologist’ to rejection of sustainability and a sense that it could be regarded as intrusive to the curriculum. Sociology staff and students have different views and experiences, this also depending on (a) their understanding of what sustainability is, and (b) their previous experience of sustainability. As indicated above, more specific detail will be provided during the conference. Overall, the findings are exciting in revealing considerable variation and multiple forms of variation – with respect to conceptions of what sustainability means, where responsibility for sustainability in higher education lies, its relationship to sociology curricula, and its relationship to staff and student identities. The findings will be carefully applied to a broader European context, reflecting also the international nature of the literature used and the international composition of the sample groups. Finally, outcomes will be considered in conjunction with the theory of the second best. Whilst the project draws on several academic areas, key details will be distilled and explained to the audience (it will be perfectly possible to do so!).

References

Åkerlind, G. (2005) Variation and commonality in phenomenographic research methods, Higher Education Research & Development, 24, 321-334. Åkerlind, G. (2007) Constraints on academics’ potential for developing as a teacher, Studies in Higher Education, 32, 1, 21-37. Barlett, P. & Chase, G. (2013). Sustainability in Higher Education; Stories and Strategies for Transformation (Urban and Industrial Environments). Massachusetts, MS: MIT Press. Baughan, P. (2014) Conceptions of the sustainability–pedagogy relationship: should sustainability issues be introduced in higher education curricula? The International Journal of Pedagogy and Curriculum, 20, 4, 53-63. Bryman, A. (2008) Social Research Methods. Oxford, Oxford University Press, third edition. Cotton, D., Bailey, I., Warren, M. & Bissell, S. (2009). Revolutions and second-best solutions: education for sustainable development in higher education. Studies in Higher Education, 34, 719-733. Cotton, D., Sterling, S., Neal, V. & Winter, J. (eds.) (2012). Putting the ‘S’ into ED – Education for Sustainable Development in Educational Development. London, Staff and Educational Development Association, SEDA Special 31. Cousin, G. (2009) Researching learning in higher education: an introduction of contemporary methods and approaches. London, Routledge. Drayson, R., Bone, E., Agombar, J. & Kemp, S. (2013). Student attitudes towards and skills for sustainable development. York, Higher Education Academy / National Union of Students. Entwistle, N. (1997) Introduction: phenomenography in higher education. Higher Education Research & Development, 16, 127-134. Fien, J. (2002). Advancing sustainability in higher education: issues and opportunities for research. International Journal of Sustainability in Higher Education, 3, 243-253. Fraser, S. (2006). Shaping the University Curriculum through Partnerships and Critical Conversations. International Journal for Academic Development, 11, 5-17. Henkel, M. (2000) Academic Identities and Policy Change in Higher Education (Higher Education Policy), London, Jessica Kingsley Publishers. Jones, P., Selby, D., & Sterling, S. (2010). Sustainability Education: Perspectives and Practice across Higher Education. London: Earthscan. Lipsey, R. G. & Lancaster, K. (1956-7). The general theory of second best. Review of Economic Studies, 24, 11- 32. Marton, F. (1981) Phenomenography – describing conceptions of the world around us, Instructional Science, 10, 177-200. Moore, J. (2005). Seven recommendations for creating sustainability education at the university level: A guide for change agents. International Journal of Sustainability in Higher Education, 6, 326-339. Quigley, S. (2011) Academic Identity: A Modern Perspective, Educate, 11, 1, 20-30. Reid, A. & Petocz, P. (2006). University Lecturers’ Understanding of Sustainability. Higher Education, 51,105-123. Sterling, S. (2001). Sustainable Education: Re-visioning Learning & Change. Bristol: Schumacher Briefings.

Author Information

Patrick Baughan (presenting / submitting)

City University London

Dept. of Educational Enhancement and Development

London

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