Impact case study database

This action research was designed and developed with end users, to create new knowledge, practice and resources that deliver impact through application in curricula across diverse educational settings. Cumulative impact on policy and practice has been generated during and beyond the funding period. Three key areas of impact are identified:

1. Developing policy frameworks for HE curricula

The original LCCFS research had immediate direct impact on UK curriculum frameworks through the active collaboration with the UK Quality Assurance Agency (QAA) [5.1]:

• EfS was included in the revised UK Quality Code for HE published October 2013, as a cross-cutting theme for prioritisation in university learning and teaching strategies.

• The project’s senior Advisory Board prepared development plans and key stakeholder maps for the UK QAA Education for Sustainable Development Guidance, published June 2014. Tilbury & Ryan were invited members of the QAA expert group convened to develop this framework - the first EfS guidance issued by any national HE quality agency worldwide [5.2]. The 2014 QAA ESD guidance cited the LCCFS output ‘Guide to EfS and Quality’ as an implementation resource, to share the results of the research pilots and the strategic guidance to HE agencies.

• Ryan was invited member of the 2019-2020 QAA expert group that revised the UK ESD guidance, to contribute this practice-based research expertise from multiple institutions. Its improved user toolkit, selected using quality criteria, references both the LCCFS and UE4SD resources and cites the University’s industry partnership work as its leading example of ESD curriculum practice. ( note: the guidance release date of December 2020 was delayed by the coronavirus pandemic – publication date is now 29th March 2021).

Wider impact to end users - university educators (and ultimately students) - arises from use of this guidance, part of the UK Quality Code for Higher Education used by all UK HE institutions. It is the reference point for institutional audits and a cross-cutting resource for educators in all disciplines and staff leading curriculum enhancement programmes. The QAA now propose to cross-reference the guidance in all future UK subject benchmark statements [5.1] and require ESD expertise in future benchmarking panels, to assist the onwards application of the guidance.

1. Influencing sector programmes and thinking

Engagement with QAA and other HE agencies and sector actors in the LCCFS and then UE4SD research led to further impacts on educational programmes and projects applying EfS principles:

• The HE Academy’s Green Academy of 18 universities delivering new EfS initiatives used the online resource from LCCFS as a change management tool and appointed Tilbury as mentor to 2 institutions. HE Academy commissioned Ryan to prepare a strategic insights report on 3 pioneer institutions in EfS to support 18 university teams between 2011-2014 [3.3]. The University was one of the 3 selected case studies.

• The HE Academy commissioned Ryan & Tilbury to lead its Flexible Pedagogies research strand [3.2] in 2013 as part of a sector-wide UK Flexible Pedagogy initiative. This 5-strand research led by Professor Ron Barnett at the University of London, Institute of Education, generated the 2014 sector report Conditions of Flexibility [5.3]. The Flexible Pedagogies report is cited in the revised 2018 UK Quality Code for HE, as one of its key guidance resources on Learning and Teaching [5.4].

• The National Union of Students applied the frameworks and principles from LCCFS and UE4SD in the development of their Responsible Futures change programme. Launched in 2014, this initiative forged collaborations between 30 Students’ Unions and tertiary institutions, to deliver EfS [5.5]. The new NUS sustainability arm SOS-UK has used the research insights to inform its wider EfS programme and campaigns.

• UNECE selected UE4SD as a case study in its best 2016 practice review shared widely with EfS practitioners and networks in all levels of education - UNECE 10 years of UNECE Strategy for ESD – Good Practices and Lessons Learned [5.6]. The UN Education for Sustainable Development programme cited the LCCFS toolkit as a key resource in the 2017 UN publication ESD Goals: Learning Objectives [5.7].

• Knowledge impacts from scholarship to define and advance this practice included 1 article from the LCCFS research and 20 articles linked to the UE4SD research, authored by 11 UE4SD project partners and 9 contributors beyond the partnership.

• The Executive Lead for sustainability at University of Western Sydney used the research in high impact international projects as Australian National Senior Teaching Fellow, as well as publications on quality enhancement and education change [5.8].

1. Changing HE curriculum practice

The research influenced teaching design and delivery in university and country contexts, within and beyond the original research partners. Educators and professional end users include:

• The LCCFS research pilots developed the expertise of 4 senior leads in 4 UK partner universities, who created and delivered cross-curricular quality improvement projects.

• The UE4SD training academy intensive was delivered to 4 Spanish university teams, who designed and implemented cross-curricular EfS curriculum change projects in their institutions (Autonomous University of Barcelona, University of Girona, University of the Basque Country/University of Seville, University of Granada).

• ARIUSA Latin American HE sustainability network adopted the UE4SD model and created a Spanish language version of the training in 2017. The AcSULA (Academy Sustainability Latin America) model, adapted for the Latin American HE context, was delivered in Colombia, Peru and Chile. The Spanish UE4SD teams became mentors to 4 universities in each country that participated in AcSULA annually since 2017.

• The research outputs and applied case studies generated have been used by universities in the UK and beyond, to inform EfS teaching development initiatives. University of the Arts London applied the research to its curriculum transformation work, first year offer and online course developments, as well as an EU-funded fashion education initiative with 3 European universities. Ryan was invited to its Advisory Board with high-value industry partners to increase professional impact [5.9]. University of Western Sydney adopted strategic insights from LCCFS & UE4SD to guide its EfS initiative, curriculum review, and RCE public engagement work [5.8].

• The research led to curriculum change at the host institution, securing £60K of funding for 20 education enrichment projects from 2013-2016. A new curriculum redesign scheme using UE4SD findings has attracted £20K annually since 2016 and changed teaching and assessments in 15 unique courses and via 2 cross-curricular change projects. This research-based good practice has been an annual core delivery session in its PG Certificate in Academic Practice since 2015.

Policy frameworks, curriculum initiatives, course redesign, training activities and teaching improvements resulting from this research have ongoing and long-term impact to society. Through these applications, the educators who are direct research users are equipping cohorts of future graduates, the ultimate research beneficiaries, to advance sustainability in their industries and professions. Confirmation of these impacts is provided in the testimonial letters from Meg Baker [5.5] and Professor Dilys Williams [5.9], for example guiding the first opensource online fashion course using EfS and reaching 70,000 learners in 192 countries.

The lead researchers received professional recognition for this practice-based research, with Tilbury gaining HE Academy Principal Fellowship in 2015 and Ryan awarded National Teaching Fellowship in 2017. This research was cited as a case study in the UNEP Greening Universities Toolkit (2019) [5.10]. Both LCCFS and UE4SD were shortlisted Finalists in the UK Green Gown Awards (2012, 2017).