Education for Sustainable Development/Global Citizenship: Programme/unit analysis tool (Based on QAA guidelines
on ESD/GC)
In the same way MMU addressed embedding employability, this tool could be used by a programme team to analyse the whole programme or by individual
unit tutors to provide ideas at the unit level. Please see accompanying webpages providing definitions of ESD, GC, Internationalising the Curriculum and
other terminologies.
However its primary purpose is as a tool to consider curriculum development at the programme level, perhaps at the time of programme review. It is also
intended to simplify the process of gathering together evidence that the programme meets QAA guidance on ESD/GC. A programme need not cover every
element suggested in this analysis, but should be able to show activity in each of the four areas. Suggestions are made regarding level but these are in no
way prescriptive. In addition to identifying the places where the development of ESD/GC is embedded in the curriculum, you might also want your Section
D of the MMU Programme Specification (Learning, Teaching and Assessment) to contain a short narrative explaining the team’s approach to this theme and
the ways in which the team works together to develop student capabilities.
Students could also use this to map where they feel this kind of content or these kinds of values emerge in their formal curriculum or informal curriculum.
Staff might consider where they have the opportunities to help students make links to the informal curriculum (in MMU Futures or external events for
example) – perhaps by posting events on Moodle.
Where in the programme are students are provided with assessed opportunities to:
1. Consider what the concept of global citizenship means in the context of their own discipline and in students’
future professional and personal lives:
Illustrative examples of
curriculum items
Consideration of a global
dimension relating to
discipline-based concepts
1
Units in which this
occurs
Level
Assessment associated with this item
3, 4
Debate on question that specifically relates to
the understanding of the discipline in other
parts of the world. (for example, reflection on
the course of the debate / issues arising from
the debate / the emotions generated by the
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Opportunities in the
informal curriculum
Community-based action in a
local setting e.g. applied
projects
Discipline-based practical
activities related in some way
to Millenium Development
Goals
Role play relating to issues of,
for example, social justice.
5,6,7
Market research related to
discipline – analysis in the light
of gender equality
Volunteering/ part time
employment
4,5
Problem-based or inquiry-based
Any
All levels
5,6,7
5,6
learning where students are
encouraged to include their
own futures perspectives on
global challenges.
Apply awareness of
ethics/legal/policy aspects in
disciplinary context
Deploy skills of fairness,
honesty and integrity
Demonstrate commitment to a
task
Other
debate)
Design a process for community consultation
for the proposed action / report on the result of
the exercise
Create toolkit for use by others
Role play local people inputting opinions/views
to proposed engineering/building/retail/social
project
Report on analysis with recommendations.
Reflection on development of professional
identity in relation to the discipline.
Reflection on professional identity in a future
discipline-based professional scenario.
5,6,7
Evaluation of ethical policy identifying potential
or actual impacts
Any
Peer marking of collaborative process.
Any
Peer marking of collaborative process.
2. Consider what the concept of environmental stewardship means in the context of their own discipline and in
their future professional and personal lives.
Illustrative examples of
curriculum items
Discipline-related case study
addressing UN development
2
Units in which this
occurs
Level
Assessment associated with this item
4,5
Report on analysis of case study
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Opportunities taken in the
informal curriculum
goals around environmental
stewardship
See a business related
example here:
Problem-based or inquiry-based
learning where students are
encouraged to include their own
futures perspectives relating to
the environmental context of the
discipline.
See an example here:
And another here:
And another here:
Consideration of an
environmental dimension
relating to discipline-based
concepts.
Any
Position paper on the environmental
implications of [ ]
Evaluative report to include recommendations
for future action in relation to the issue.
Any
Report on the environmental impact of
discipline-related inputs/outputs.
Consideration of alternatives with reasoning
for these.
Any
Design a process for community consultation
for the proposed action / report on the result
of the exercise
Role play in relation to
environmental stewardship.
Any
Outside speaker
See an example here:
Working with other disciplines
(interdisciplinary, crossdisciplinary working)
Any
Apply awareness of
ethics/legal/policy aspects in
5,6,7
Analysis of worldviews of participants in a
discipline-related policy debate in relation to
environmental stewardship.
Analysis of worldviews of others relating this
to own discipline.
Analysis of the value of working with another
discipline. Identification of the possibilities this
opens up for own discipline in relation to
environmental stewardship.
Report on ethical/legal/policy aspects of a
discipline-focussed problem/issue.
See an example here:
Consider discipline-related
impacts on the environment.
Explicit consideration of
discipline-relevant ethical
perspectives relating to
environmental stewardship
Environment-based action in a
local setting.
See an example here:
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disciplinary context
Deploy skills of fairness,
honesty and integrity
Any
Game
See an example here
Other (please specify)
Report considering fairness honesty and
integrity in relation to environmental
stewardship.
Any
3. Consider issues of social justice, ethics and wellbeing, and how these relate to ecological and economic factors
Illustrative examples
Consider discipline-related
impacts on human wellbeing in
relation to ecological or
economic factors. See an
example here
Stimulus activity using artefacts
of the discipline to generate
discussion of ethics in relation
to ecological or economic
factors
Communicate positive values
and attitudes, treating others
with respect.
Work across diverse cultural
groups to communicate positive
values and attitudes.
Units in which this
occurs
Level
Assessment associated with this item
5,6,7
Presentation on the ethics of production of
technical components in developing nations.
4,5
Report on a Green party manifesto from
[nation] to include discussion of relevant
ecological or economic factors relevant to
discipline.
Any
Reflection on benefits of positive attitude and
values, to group task and wellbeing of group
members.
Reflection on benefits of cultural diversity to
group process
Any
See an example here:
Collaborate with others
6,7
Mentoring or support others
5,6
Personal tutor meetings and
5,6
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Reflection on the value of multiple inputs to a
problem secenario.
Analysis of personal development
achievements in undertaking a mentoring or
supportive role with others.
Professional development plan to include
Opportunities taken in the
informal curriculum
personal development
Apply awareness of
ethics/legal/policy aspects in
disciplinary context
Other
5,6,7
reflection on professionalism in the tutor tutee
relationship
Report on ethical/legal/policy aspects of a
discipline-focussed problem/issue that has
ecological or economic impacts.
4. Develop a future-facing outlook; learning to think about the consequences of actions, and how systems and
societies can be adapted to ensure sustainable futures.
Illustrative examples of
curriculum items
Level
Assessment associated with this item
Problem-based or inquiry-based
learning where students are
encouraged to include their own
futures perspectives or systems
thinking on a discipline based
issue
Consideration of a global
dimension relating to disciplinebased concepts within futures
scenarios.
Imagining the discipline in 10,
50 or 100 years. (group project)
In light of a futures vision for the
discipline, imagine the
associated practical activities for
the discipline.
Applied research projects with
futures or systems focus.
Role plays
Any
Analysis of the extent and value of systems
thinking employed by the PBL or IBL group.
Identification of opportunities for systems
thinking to be applied in future projects.
Any
Extension of a local futures-focussed analysis
of a discipline based problem to a global
context.
6,7
Peer-marked poster setting out the vision.
6,7
Reflection on the outcomes of actions related
to futures perspectives
Any
Market research for a client
Any
Project report via using PowerPoint and
podcast
Debrief of role play to consider effects of each
actor’s actions or proposals on the future
course of events.
Report on the intended and unintended
consequences of the activity of and
distribution of market research in a discipline
specific context.
5
Units in which this
occurs
4,5
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Opportunities taken in the
informal curriculum
Work/volunteering placement
6,7
Working with other disciplines
(interdisciplinary, crossdisciplinary working)
Communicate positive values
and attitudes including
academic honesty
5,6,7
Any
Reflection on work based learning that
specifically considers consequences in
complex systems.
Critical incident analysis from different
disciplinary perspectives.
Provide clear attribution of ideas or other work
to individuals or groups. Reflect on value of
giving others credit for work done.
Other (please specify)
General resources:
Higher Education Academy Education for Sustainable Development https://www.heacademy.ac.uk/workstreams-research/themes/education-sustainable-
development
Further discipline-based resources include:
Linguistics https://www.llas.ac.uk//resources/paper/2372#toc_0
Chemistry http://www.york.ac.uk/chemistry/research/green/
Law https://wikis.bris.ac.uk/display/BristolESD/Law
Psychology https://www.heacademy.ac.uk/resources/detail/subjects/psychology/psychological-literacy
Literature http://www.guninetwork.org/resources/good-practices/good-practices-listing/literature-to-address-the-problem-of-violence-infusing-educationfor-sustainable-development-esd-into-the-curriculum
Computing http://www.ics.heacademy.ac.uk/resources/supp_learning/esd/casestudies.shtml
Marketing http://sustainablehighereducation.com/2014/03/29/markedo/
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Healthcare sciences https://wikis.bris.ac.uk/display/BristolESD/ESD+implementation+guides+and+case+studies
Partnerships: National Service of Industrial Apprenticeship in Parana in Brazil
SENAI in Parana is part of the Curitiba International Schools for Urban Sustainability (CISUS) Project. The project is a partnership, involving the City
of Curitiba and a range of Universities in the city, which aims to produce and share knowledge, innovative ideas, and skills around sustainable cities. It
is based on the city of Curitiba’s urban management experience, knowledge shared by respected educational institutions, innovation, and its constant
search for improvements. The city intends to broaden the connection between industries and academic and professional knowledge, through
experiences in urban sustainability. For SENAI, this is also an opportunity to connect students with planning and decision-making processes in
sustainable urban management.
“For information about activities relating to sustainability in the curriculum in the Business School and other sustainability developments of interest to staff, see
the Sustainable and Ethical Enterprise Group (SEEG) website. Meetings are monthly; all welcome.” http://www.celt.mmu.ac.uk/good_practice/gpentry.php?id=31
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