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Mogren, A. & Gericke, N. (2019). School leaders’ experiences of implementing education for sustainable development: Anchoring the transformative perspective. Sustainability, 11(12), Article ID 3343.
Open this publication in new window or tab >>School leaders’ experiences of implementing education for sustainable development: Anchoring the transformative perspective
2019 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, no 12, article id 3343Article in journal (Refereed) Published
Abstract [en]

In this article, we consider the problem of ensuring that Education for Sustainable Development (ESD) is firmly embedded in a school through appropriate management and planning of the school’s activities (or characteristics of the school organization). To this end, we identify the domains of school organization that would benefit from particular structures and routines in order to embed ESD. We identify these domains by thematically analyzing responses of interviewed leaders of schools employing a transformative approach to ESD. We divided the leaders into two groups, based on the extent to which their respective schools employed a transformative approach to ESD. We analyzed the differences in responses of the two groups, enabling us to identify and compare the structures that school leaders in the respective groups believe to be important. In addition to reporting the results, we discuss their implications. We focus particularly on how structures identified by leaders of highly transformative schools could contribute to long-lasting transformative implementation of ESD, and how structures identified by leaders of the other group could be used to circumvent barriers to such implementation.

Keywords
education for sustainable development (ESD); ESD implementation; transformative schools; school leaders; school organization; upper secondary schools
National Category
Natural Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-74931 (URN)10.3390/su11123343 (DOI)
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-11-08
Mogren, A., Nikel, J., Varga, A., Wals, A., Gericke, N., Könczey, R. & Saly, E. (2018). Conceptual work on ESD from a school improvement perspective. In: : . Paper presented at ECER 2018 Bolzano.
Open this publication in new window or tab >>Conceptual work on ESD from a school improvement perspective
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2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Chair: Anna Mogren, PhD, Karlstad University Sweden

Discussant: Professor Arjen Wals, Wageningen University, The Netherlands & Gothenburg University,

Sweden

This symposium places Education for Sustainable Development ( ESD) within the field of school improvement

theory and research. In a number of studies, the Whole school approach in ESD is suggested and referred to

as the work of embedding ESD into existing school visions and action plans (Breiting, Mayer & Mogensen

2005 “Quality Criteria for ESD-schools”; Hargreaves 2008; Scott 2013.) The symposium therefore focuses on

how the research field of school improvement – which investigates, how efforts to help schools become

increasingly effective learning environments for the full range of their students have been more or less

successful – might inform and challenge ESD and the ESD the Whole school approach.

If ESD is to be framed and studied from a “within perspective” as an ongoing school improvement process

rather than as an add-on activity to existing organisational arrangements and educational practices, it is

necessary to discuss models of school improvement in terms of their contribution to ESD. It is also important

to identify models of school improvement that can identify drivers and barriers for ESD implementation at

organisational level as well as on teaching and learning level (see Scherp 2013; Reezigt & Creemers 2005

“Comprehensive framework for effective school improvement” ; Rolff 2010 “Trias of school development”;

Rolff 2002 “P.dagogische Qualit.tsmanagement (PQM)”.

In school improvement theory, a school’s organisation is commonly understood as reflexive in relation to

context and supportive to the action of all members of the school community and their cooperation.

Further, research suggests there are basic mechanisms contributing to effective school improvement such as

goal setting for improvement, pressures to improve, cyclical improvement processes and autonomy (see

Scheerens & Demeuse 2005). Further, the school culture ought to be build up on dialogue supported by

school leadership. By this definition of school organisation, school improvement refers to collectively

supporting factors in the organisation, to the end that students’ possibilities for learning in relation to a

complex surrounding world are enhanced.

The recognition of multiple perspectives within the school organisation, e.g. cultural, structural, political and

transformational is central in investing possible models of school improvement. The search for school

improvement models that can discern those perspectives that are closely linked to ESD is crucial. Such

models of school improvement have the potential to constitute the link between the research fields of ESD

and school improvement. They could serve as a tool for further research on how the Whole school approach

is constructed in formal education, which is searched for in the practical work on ESD implementation.

In this symposium examples from ongoing research projects on ESD where models of school improvement

are used, considered or asked for in a German, Swedish and Hungarian context are presented. The

symposium will explore the potential of integrating, adapting and rejecting theoretical perspectives and

empirical evidence from school improvement into the ESD research field through intention papers with the

goal of developing knowledge about

- how selected conceptual work on the Whole school approach in ESD draw on models and

perspectives from school improvement theory,

- how in an empirical case study a school improvement model was used to measure the ESD Whole

school approach,

- how school improvement has informed efforts and plan for upscaling ESD implementation in Eco-

Schools to a larger number of public schools.

Following questions from the audience, Arjen Wals (Wageningen University, The Netherlands & Gothenburg

University, Sweden) will draw together the discussion and to explore implications for research in ESD.

Keywords
School improvement, ESD, Whole school approach, Eco schools
National Category
Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-74934 (URN)
Conference
ECER 2018 Bolzano
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-10-14Bibliographically approved
Grice, M., Mogren, A., Grantz, H. & Gericke, N. (2018). Kompetenser för lärare inom utbildning förhållbar utveckling – konstruktionen av ett enkätinstrument. Pedagogisk forskning i Sverige, 23(3-4), 262-289
Open this publication in new window or tab >>Kompetenser för lärare inom utbildning förhållbar utveckling – konstruktionen av ett enkätinstrument
2018 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 3-4, p. 262-289Article in journal (Refereed) Published
Abstract [sv]

Empiriska studier om lärares kompetens för undervisning inom utbildning för hållbar utveckling (UHU) är efterfrågade, men få forskningsinstrument finns tillgängliga. Studiens syfte är att ta fram ett enkätinstrument som kan beskriva lärares kompetens att implementera UHU. Ett andra syfte är att undersöka samband mellan UHU-kompetens och bakgrundsvariablerna: kön, ålder, undervisningsämne och antal år i yrket. I studien undersöks gymnasielärares (n=183) förhållningssätt till undervisning om UHU på en skola med ett uttalat UHU-arbete där förhållningssätt ses som ett uttryck för lärares UHU-kompetens. Utvecklingen av enkätinstrumentet baseras på det internationellt vedertagna OECD-ramverket DeSeCo:s (Definition and Selection of Competencies) definition av kompetensbegreppet. Explorativ faktoranalys identifierade fyra dimensioner av UHU-kompetens: didaktik, motivation, kapacitet och hinder. Inga korrelationer hittades mellan dimensionerna och bakgrundsvariablerna, vilket kan bero på en gemensam skolkultur. I framtida studier behöver instrumentets validitet för lärare som inte arbetat med UHU studeras.

Place, publisher, year, edition, pages
Swedish Educational Research Association, 2018
Keywords
utbildning för hållbar utveckling (UHU), implementering av perspektivet utbildning för hållbar utveckling, lärares kompetenser för undervisning för hållbar utveckling, enkätinstrument
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-69713 (URN)
Note

Detta temanummer handlar om teoretisk och empirisk forskning som rör miljö- och hållbarhetsfrågor och visar på olika pedagogiska ansatser som synliggör globala hållbarhetsfrågors komplexitet och pluralism.

Available from: 2018-10-17 Created: 2018-10-17 Last updated: 2019-10-17Bibliographically approved
Mogren, A. & Sund, P. (2018). The work of higher education institutions to promote sustainable development. In: : . Paper presented at ECER 2018 Bolzano.
Open this publication in new window or tab >>The work of higher education institutions to promote sustainable development
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In March 2016, the Swedish Higher Education Authority (UKÄ) was tasked by the Swedish government to conduct an evaluation of how universities and university colleges promote sustainable development, pursuant to the provisions of the Higher Education Act (1992:1434) introduced ten years earlier, 2006. The evaluation has resulted in a unique collection of empirical material that would have been difficult for an individual researcher to collect independently. The evaluation includes an analysis, but is related to background theory not a strict scientific study.  The empirical material could, however, form a basis for numerous interesting studies on, for example, the important factors for successfully working to integrate sustainable development into higher education. A comparison between nations is also possible to conduct based on the methodology of self-reporting by Higher Education institutions, HEI:s. 

 

The evaluation defined sustainable development by the Bruntland detention, that the present and future generations are ensured a healthy and good environment, financial and social welfare, and justice. The evaluation was limited to the educational area of sustainable development, education for sustainable development ESD. 

 

The purpose of the evaluation was to contribute with knowledge and a national comparison of HEIs, work with ESD,  and also to present the results that have been achieved so far. The evaluation was further conducted to give support to the HEIs development work on ESD.

 

Success factors of a positive ESD implementation due to pre-defined criteria were identified in the  evaluation; the significance of management and control, building institutional support and providing support in implementation.  Apart from investigated criteria, factors that showed effects on a positive ESD implementation was also identified in the evaluation. An example is that several of the large and medium-sized HEIs referred their ESD work from teaching- and engineering programmes, which is the only two programmes where sustainable development is included in the national qualitative programme targets. Central bodies with specific responsibilities for sustainable development was also appointed an important structure in translating ESD policy document to the local context and practice. An interesting finding  was the link between HEIs rated high in this evaluation, to institutions with an environmental management system intended to improve the organisation’s environmental performance and contribute to national environmental goals and to the achievement of UN global goals for sustainable development. Such system takes a wider responsibility of sustainable development than education but seems influential and important in HEIs ESD work. A remaining challenge for a majority of HEIs in Sweden is the process of sustainable development in education where the ESD perspective is not only accounted for as a specific content in education but also a driving force to reach high quality education and society transformation.

Keywords
Higher education, ESD implementation, ESD self-evaluation
National Category
Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-74933 (URN)
Conference
ECER 2018 Bolzano
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-10-14Bibliographically approved
Mogren, A., Gericke, N. & Scherp, H.-Å. (2018). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental Education Research, 25(4), 508-531
Open this publication in new window or tab >>Whole school approaches to education for sustainable development: A model that links to school improvement
2018 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 4, p. 508-531Article in journal (Refereed) Published
Abstract [en]

This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Whole school approach, school organisation, ESD implementation, visualising ESD, ESD quality
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-67310 (URN)10.1080/13504622.2018.1455074 (DOI)000475360700004 ()2-s2.0-85046032288 (Scopus ID)
Funder
Swedish Research Council, B0589701
Available from: 2018-05-11 Created: 2018-05-11 Last updated: 2019-11-08Bibliographically approved
Mogren, A. & Gericke, N. (2017). ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools. Environmental Education Research, 23(7), 972-992
Open this publication in new window or tab >>ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools
2017 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 7, p. 972-992Article in journal (Refereed) Published
Abstract [en]

Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level. Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017
Keywords
ESD implementation; quality criteria; school leadership; school organisation
National Category
Other Biological Topics Natural Sciences
Research subject
Biology; Biology
Identifiers
urn:nbn:se:kau:diva-64653 (URN)10.1080/13504622.2016.1226265 (DOI)000405630600005 ()
Available from: 2017-10-10 Created: 2017-10-10 Last updated: 2019-11-08Bibliographically approved
Mogren, A. & Gericke, N. (2017). ESD implementation at the school organisation level, part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools. Environmental Education Research, 23(7), 993-1014
Open this publication in new window or tab >>ESD implementation at the school organisation level, part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools
2017 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 7, p. 993-1014Article in journal (Refereed) Published
Abstract [en]

Previous research has suggested that adopting a transformative school organisation perspective when implementing ESD may be more productive than the previously recommended transmissive perspectives, but it is not clear how transformative perspectives could be introduced. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ leaders, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. The arguments used by the leaders to justify their criteria were analysed and categorised based on their relationships with the transmissive and transformative quality strategies. Both school organisation perspectives were found to co-exist within the schools. A detailed analysis of schools where the transformative perspective was dominant revealed three distinct quality strategies, one of which was found to embody a strong focus on a transformative approach. This specific quality strategy is discussed and suggested as a way for interested schools to implement ESD in a more transformative way at the school organisation level.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017
Keywords
Implementation of education for sustainable development; school leadership; school organisation; transformative education; quality criteria
National Category
Other Biological Topics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-64427 (URN)10.1080/13504622.2016.1226266 (DOI)000405630600006 ()
Available from: 2017-10-02 Created: 2017-10-02 Last updated: 2019-11-08Bibliographically approved
Mogren, A. (2017). Implementering av lärande för hållbar utveckling: En studie av rektors förståelse av kvalitet i skolans organisation. (Licentiate dissertation). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Implementering av lärande för hållbar utveckling: En studie av rektors förståelse av kvalitet i skolans organisation
2017 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Alternative title[en]
Implementing Education for Sustainable Development : A study of school leaders’ understanding of high quality in school organisations
Abstract [en]

Student outcomes of Education for Sustainable Development (ESD) is reported to be weak and empirical studies investigating the underlying causes have been called for. School organization is pointed out as essential, which highlights the role of school leaders in realizing ESD. This study aims to identify characteristic features of ESD active school organizations, by investigating how school leaders maintain high quality in their organizations. ESD is thus studied from an internal organizational perspective. Fourteen school leaders at ten upper secondary schools, active in ESD implementation, were interviewed and qualitative data quantified. A special focus was on school leaders’ transformative statements, in response to earlier criticism that ESD implementation has been too structural. Results consist of 26 identified quality criteria. By means of cluster analysis, the quality criteria were merged into four principal quality criteria: collaborative interaction and school development, student-centred education, cooperation with local society and proactive leadership and continuity. The school leaders’ quality strategies were identified through correlation analysis of their principal quality criteria. The quality strategies reveal a difference in the schools’ internal or external focus. An analysis of the school leaders’ quality statements in relation to their quality strategy implementation indicates that ESD to a large degree is introduced from a transformative perspective. One school in the study stands out as highly transformation-oriented, and has a quality strategy combining an internal and external focus, thus making it a possible benchmark for successful ESD-implementation. The study contributes a suggestion on how a progression of ESD implementation can take place and as well as possible obstacles.  

Abstract [sv]

Studier om implementering av Lärande för hållbar utveckling (LHU) visar att påverkan på elevers förståelse, attityder och agerande i frågan är liten. Det finns ett behov av att empiriskt undersöka hur skolans organisation kan underlätta en mer framgångsrik LHU implementering. Rektorernas roll pekas ut som central i det arbetet, men få studier har tidigare undersökt hur rektorer arbetar med skolorganisationen. I studien undersöks generella uttryck för kvalitet som rektorer anser viktiga i skolorganisationen för att åstadkomma en utbildning med hög kvalitet. Resultaten tolkas i ljuset av skolor som aktivt implementerar LHU. Studien söker svar på vad som utmärker de skolorganisationer som aktivt arbetar med LHU. 14 rektorer på 10 LHU-skolor har intervjuats. Kvalitativ data har kvantifierats i syfte att upptäcka mönster och sammanhang. Ett speciellt fokus har ägnats åt transforamtiva uttryck, som ett svar på tidigare kritik mot att LHU implementerats allt för strukturellt inom skolan. Resultaten redovisar kvalitetskriterier som rektorerna framhåller som viktiga samt specifika fokusområden för kvalitetsarbete. Skolor i studien med hög medvetenhet om transformativa uttryck inom skolans organisation utgör grund för en diskussion om hur strategier för LHU implementering kan utformas.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017. p. 69
Series
Karlstad University Studies, ISSN 1403-8099 ; 2017:39
Keywords
ESD implementation, transformativ education, quality criteria, school leadership, school organisation, Implementering av lärande för hållbar utveckling, kvalitetskriterier, skolans organisation, transformativ utbildning, skolans ledarskap, rektor
National Category
Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-64659 (URN)978-91-7063-816-9 (ISBN)978-91-7063-911-1 (ISBN)
Presentation
2017-11-17, 1D340, Karlstads universitet, Karlstad, 13:15 (Swedish)
Opponent
Supervisors
Funder
Swedish Research Council, B0589701
Available from: 2017-10-30 Created: 2017-10-11 Last updated: 2019-05-27Bibliographically approved
Mogren, A. & Gericke, N. (2016). Implementering av lärande för hållbar utveckling – den skolorganisatoriska nivån som ett stöd eller hinder?. In: : . Paper presented at Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, 27-28 oktober, Örebro, Sverige..
Open this publication in new window or tab >>Implementering av lärande för hållbar utveckling – den skolorganisatoriska nivån som ett stöd eller hinder?
2016 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65155 (URN)
Conference
Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, 27-28 oktober, Örebro, Sverige.
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-09-06Bibliographically approved
Mogren, A. & Gericke, N. (2015). Education forSustainable Development, ESD implementation and transformative schoolorganization: a Swedish perspective of Whole school approach. In: : . Paper presented at The 8th World Environmental Education Congress (WEEC) in Gothenburg, June 29th – 2nd July..
Open this publication in new window or tab >>Education forSustainable Development, ESD implementation and transformative schoolorganization: a Swedish perspective of Whole school approach
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65166 (URN)
Conference
The 8th World Environmental Education Congress (WEEC) in Gothenburg, June 29th – 2nd July.
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-09-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2726-8253

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