The Role of Sustainability in Media and Communication Studies' Curricula throughout Europe

Autor/inn/en	Karmasin, Matthias; Voci, Denise
Titel	The Role of Sustainability in Media and Communication Studies' Curricula throughout Europe
Quelle	In: International Journal of Sustainability in Higher Education, 22 (2021) 8, S.42-68 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-10-2020-0380
Schlagwörter	Role; Sustainability; Communications; Journalism Education; Higher Education; Program Evaluation; Undergraduate Students; Program Content; Integrated Curriculum; Social Responsibility; Interdisciplinary Approach; Foreign Countries; Language of Instruction; English (Second Language); Second Language Learning; Masters Programs; Bachelors Degrees; Sustainable Development; Europe + Suchen Sie Ihr Suchwort? Rollen; Nachhaltigkeit; Nachrichtenwesen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Programmgestaltung; Soziale Verantwortung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Magister course; Magisterstudiengang; 'Bachelor''s degrees'; Bachelor-Studiengang; Nachhaltige Entwicklung; Europa
Abstract	Purpose: This research aims to analyze to what extent sustainability and its related core aspects are integrated in media and communication's curricula of higher education institutions in Europe. Design/methodology/approach: A total of n = 1068 bachelor and master's degree programs, as well as their related curricula/program specifications, from 28 European countries were analyzed by means of content analysis. Findings: Results show that the level of curricular integration of sustainability aspects in the field of media and communication is low (14%) to very low (6%) on module level. In most cases, sustainability remains an abstract guiding principle that is not translated into a dedicated course offer. This can indicate the difficulty of operationalizing such a concept as sustainability, which is experienced by not only higher education institutions but also policy and society as a whole. In addition, the results leave space for a reflection on the social and educational responsibility of higher education institutions. Research limitations/implications: The authors are aware that not all teaching (content) is depicted in curricula. Especially where teaching is research-based, The authors assume that sustainability (communication) is more present as the curricula' analysis can represent it. In addition, the fact of solely investigating English language curricula can be seen as a further limitation. Originality/value: This research is one of the few attempts to verify the actual integration level of sustainability aspects in the curricula of a specific sustainability-relevant discipline, which is neither conducted as a case study nor as a single-country analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01