What research methodological tools and approaches can be practically used to understand sustainability change processes, especially in higher education? This is the question this research/book project that emanates from the authors’ experiences of working with various generative and analytical methodological approaches to ESD at all levels of education, especially in HE in seeking to answer. The research/book project was inspired by three set of considerations. Firstly, the need to develop in-depth understandings of individual and collective change-oriented learning and change processes undertaken towards sustainability in Higher Education (HE) where Education for Sustainable Development (ESD) is the focus (or Higher Education for Sustainable Development - HESD). Secondly, the need to share methodological approaches that can support the development of such understanding as a means of working towards a more sustainable future. Thirdly, the need to provide access to examples of analysis of sustainability change and ESD processes in practice understood through the empirical application of a number of methodological approaches.
The research (and emerging book) responds to the lack of widely published materials on case studies and empirical data on HESD. This research aims to specifically (1) Provide insight into the processes that influence the roles, responsibilities, and trajectories that educators and trainers follow in practically responding to sustainability concerns while focusing on the core function of HE. (2) Show ways of methodologically understanding HESD change processes, functions and operations that help to practically understand, analyse, explain ESD change-oriented learning and change processes.
The research/book project draws on data generated from the first author’s Masters and PhD theses. The book argues that via a wider range of methodological approaches to those already available, and as exemplified via the case studies that apply different methodological approaches, further understandings of HESD change processes is possible, at different levels and in different contexts of the HESD system of activity. This will potentially contribute to the understanding of change-oriented learning at individual, collective, institutional, local, regional and global ESD levels (i.e. multi-levelled and multi-sectoral perspectives on this change). In this proposed book, the authors will present HESD research methodological approaches that are either/both generative or analytical in nature. By generative research methodological approaches, we mean those that are intentionally employed to propel HESD change-oriented learning and change processes (individually and/or collectively). By analytical research methodological approaches, we mean those that are employed to systematically investigate the HESD change-oriented learning and change process already in motion (individually and/or collectively).
With a focus on the HE context and related environmental and sustainability issues and risk, the research explores and the book presents examples of such generative and analytical methodological approaches. These include activity system and expansive learning interventionist approach (Cultural Historical Activity Theory (CHAT) (after Engeström and Sannino), social learning approach (after Tábara), morphogenesis/morphostasis approach (after Archer), laminated systems (after Bhaskar and Danermark, Price), position-practice system (after Bhaskar), and Capability Approach (after Sen). In the book, and in separate chapters, each methodological approach and tool will be theoretically, conceptually and empirically presented, drawing on methods and data generated through interviews, surveys, focus groups, observation and document analysis from previous empirical studies in order to provide both theoretical and practical perspectives to HESD. In this research/book project, the authors show why new methodological tools and approaches are needed. They briefly present examples of such in practice based on research data and experience and one example is presented in depth. In the in-depth presentation, a description of the research objectives, the research context and case, the research methodology and approach used and a reflection on the research approach and outcomes for ESD in HE is done.