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A Grounded Theory about ES/ESD in Higher Education

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Higher Education for Sustainable Development

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Abstract

Developing a grounded theory of higher education for sustainability. The chapter starts with a commentary on some of the internal contradictions in the domains of sustainability education with respect to student independence and academic freedom. The chapter discusses the implications of each of the themes, or conceptual hypotheses, that have arisen in this research and in particular focuses on how these themes, or hypotheses, cannot be fully rationalised on their own but need to be seen as an integrated whole (similar in some ways to the idea of parts of the jigsaw puzzle fitting together to create a picture that individual parts cannot reveal). The chapter ends by anticipating and discussing some of the criticisms that this grounded theory will attract.

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Author information

Authors and Affiliations

  1. University of Otago, New Zealand

    Kerry Shephard (Professor of Higher Education Development)

Authors
  1. Kerry Shephard
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© 2015 Kerry Shephard

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Cite this chapter

Shephard, K. (2015). A Grounded Theory about ES/ESD in Higher Education. In: Higher Education for Sustainable Development. Palgrave Pivot, London. https://doi.org/10.1057/9781137548412_4

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