EAUC 2009 Sustainability: Taking the Next Step

1. EAUC 2009Sustainability: Taking the Next Step An Interprofessional Approach to Sustainable Development and the Management of Change Bland Tomkinson, University Adviser on Pedagogic Development University of Manchester, UK Combining the strengths of UMIST and The Victoria University of Manchester

3. The need for change • Reduction of biodiversity; • Pollution of air, soil and water, with detrimental influences on the environment; • Growth of the world’s population, accompanied by increasing poverty in the developing world; • Competition for limited water supplies, resulting in threats of armed conflict. These developments stimulate extremism, terrorism and migration that affect social stability References See, for example: Brundtland GH (1987) Our Common Future New York, United Nations

4. Wicked problems • tend to be characteristic of deeper problems; • leave no room for trial and error learning; • don’t present you with a clear set of alternatives; • are characterised by contradictory certitudes; • tend to have redistributive implications for entrenched interests; • are persistent and insoluble. Steve Rayner (2006)

5. Sustainable Development Inter-professional Learning Global Citizenship Global citizenship and sustainable development – inter-professional links

6. The role of the university • Not just ‘changing the light bulbs’ • Curriculum change could ultimately have more impact on global problems • Universities have to take a lead, not only by example of their own practices but also by embedding the ideas, and skills to tackle problems, in their graduates.

7. Designing the Curriculum

8. Delphi consultation • Thirty experts from around UK • Four rounds • Sustainable development for engineers • Definition • Challenges • Responsibilities • Tasks • Skills • Designing education • Evaluating education • Embedding education

9. Delphi results Main points • Soft skills (communication, managing change) • Systems approach • Student-centred (PBL, role play, case studies)

10. Student – centred

11. PBL Process Week Two Week Three Week One Individual Research Follow-up meetings/emails Follow-up meetings/emails Produce and Submit Report Student activities outside timetabled sessions

12. Manchester interdisciplinary pilot scheme • Evaluation • Questionnaires • Readiness for inter-professional learning • Learning styles • Self-perception • Nominal Group process

13. Interdisciplinary pilot scheme - Evaluation NGP Results • Key points from students + Inter-disciplinary+ Teamwork+ Mode of assessment+ Realistic content - Timetable (9am !)- Unassessed work- Timing of assessments- Blackboard Vista (2007/8)

14. Interdisciplinary pilot scheme - Evaluation NGP Results • Key points from facilitators + Problem based learning+ Communication skills & group learning+ Imaginative, varied tasks + Multidisciplinary participants+ Encouraging team work+ ‘Teaching’ experience for research staff - Lack of different disciplines- Lack of specialist knowledge- Student issues with assessment - Narrow range of topics- Pay! (2007/8)

15. Interdisciplinary pilot scheme • The pilot scheme was Highly Commended in the Green Gown Awards ; • Good feedback from RAEngwith respect to professional aspects; • Our Report and Appendices are designed to enable others to replicate the approach to see to what extent the educational approach is transferable. http://www.eps.manchester.ac.uk/tlc/sd

16. Where next? • Extend the ideas to other yearsand postgraduate • Use the approach to engenderthe skills of creativity, tacklingwicked problems and of changemanagement in university (and other) staff • Adopt the approach across other institutions

17. An Interprofessional Approach to Sustainable Development and the Management of Change Thank you bland.tomkinson@manchester.ac.uk Combining the strengths of UMIST and The Victoria University of Manchester