What Transforms? -- Transformative Learning in a Sustainability Leadership Master's Program

Autor/inn/en	Bryant, Jayne; Ayers, James; Missimer, Merlina
Titel	What Transforms? -- Transformative Learning in a Sustainability Leadership Master's Program
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 9, S.231-251 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-03-2022-0086
Schlagwörter	Leadership Training; Masters Programs; Transformative Learning; Classification; Sustainability; Social Change; Graduates; Alumni; Outcomes of Education; Self Concept; Metacognition; Social Responsibility; Empowerment; World Views; Sustainable Development; Environmental Education; International Education; Strategic Planning; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Führungslehre; Magister course; Magisterstudiengang; Pädagogische Transformation; Classification system; Klassifikation; Klassifikationssystem; Nachhaltigkeit; Sozialer Wandel; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Lernleistung; Schulerfolg; Selbstkonzept; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Soziale Verantwortung; World view; Weltanschauung; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Internationale Erziehung; Strategy; Planning; Strategie; Planung; Ausland; Schweden
Abstract	Purpose: Transformative learning and leadership are key leverage points for supporting society's transition towards sustainability. The purpose of this study was to identify the outcomes of transformational learning within an international sustainability leadership master's program in Sweden. The study also prototypes a typology for transformative learning (TTL) in the context of sustainability leadership education. Design/methodology/approach: Alumni spanning 15 cohorts provided answers to a survey, and the responses were used to identify the outcomes of the program. Graduates were asked to describe what transformed for them through the program. Empirical data was coded prototyping the use of the TTL in sustainability education context. Findings: Graduates of the Master's in Strategic Leadership towards Sustainability program, described transformation with regards to their Self-in-relation to Others and the World, their Self-knowledge, sense of Empowerment/Responsibility; their Worldview became More Comprehensive or Complex, and they gained New Awareness/New Understandings which transformed their Worldview. Many described transformations in their general Ways of Being in the world. Findings suggest the TTL learning as a good basis for analysis in the education for sustainable development (ESD) context. Suggestions for the TTL include further development of the process that articulates the relational, interdependent and perhaps a priori relationships between elements that transform. Research limitations/implications: This study presents the outcomes of transformational learning within an international sustainability leadership master's program. It prototypes the use of a TTL within the ESD context using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process. Originality/value: This study presents the outcomes of transformational learning within an international sustainability leadership master's program. It prototypes the use of a TTL in the ESD context and assesses the outcomes of a sustainability leadership program using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01