Embedding sustainability education and increasing cognitive complexity into hospitality and tourism curricula: an initial framework

Sulkowski, Nadine B ORCID: 0000-0001-7182-7468 and Vieira, Rachel ORCID: 0009-0008-2652-8328 (2022) Embedding sustainability education and increasing cognitive complexity into hospitality and tourism curricula: an initial framework. In: Gastronomy Summit 2022: Community, economy, and culture. Summit Proceedings . Ulster Universit, Cromore Road, Coleraine, Northern Ireland, pp. 103-110. ISBN 139781859232873

Preview	Text 12100 Sulkowski and Vieira (2022) Embedding Sustainability Education And Increasing Cognitive Complexity Into Hospitality And Tourism Curricula – An Initial Framework .pdf - Accepted Version Available under License All Rights Reserved. Download (173kB) | Preview
	Text 12100 Sulkowski and Vieira (2022) Embedding Sustainability Education And Increasing Cognitive Complexity Into Hospitality And Tourism Curricula – An Initial Framework Published version.pdf - Published Version Restricted to Repository staff only Available under License All Rights Reserved. Download (705kB)

Abstract

Since 2004, Gastronomy is amongst the central themes addressed by the UNESCO Creative Cities Network. Promoting sustainable business practices, raising public awareness of sustainable gastronomy and sustainability education rests at the heart of this network. In a previous paper, the authors identified the QAA document “Education for Sustainable Development Guidance” as the most comprehensive framework currently available for embedding sustainability competencies into university curricula. Based on UNESCO’s key competencies for sustainability, the guidance document systematically identifies knowledge, skills and graduate attributes linked to those competencies and recommends pedagogic approaches thought to support their development in university students. Academic research into sustainability education has however highlighted that more rigorous testing is required to validate the proposed pedagogical approaches as effective methods for cultivating the identified set of key competencies. Further research is also needed to explore and validate suitable assessments methods for testing the attainment of associated knowledge and skills. As the current QAA guidance does not differentiate between lower-level and higher-level knowledge and skills there is scope for developing a taxonomy of sustainability learning outcomes to inform curriculum development at different undergraduate levels. This leads to the purpose of the paper, which is to propose a framework for assessing the comprehensiveness and of sustainability education. Firstly, the paper reflects on the concept of sustainable gastronomy. Secondly, a taxonomy of sustainability learning outcomes (SLOs) aligned with higher education demand levels 4, 5 and 6 is devised. The undergraduate degree programme in International Hospitality and Tourism Management at the Gloucestershire Business School is then used as a pilot for trialling its use in assessing the embeddedness of SLOs at each level. The paper ends with discussing how the insights derived from this pilot can inform the creation of a developmental self-assessment tool for undergraduate students and how, in turn, the outcomes of such self-assessments can inform the advancement of sustainability education.

Item Type:	Book Section
Uncontrolled Keywords:	Gastronomy; Sustainability; Hospitality; Tourism
Subjects:	H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management > HD60 Social responsibility in business L Education > LB Theory and practice of education > LB2300 Higher Education T Technology > TX Home economics > TX901-946.5 Hospitality Industry
Divisions:	Schools and Research Institutes > School of Business, Computing and Social Sciences
Research Priority Areas:	Applied Business & Technology
Depositing User:	Nadine Sulkowski
Date Deposited:	26 Mar 2024 15:07
Last Modified:	26 Mar 2024 15:30
URI:	https://eprints.glos.ac.uk/id/eprint/12100

University Staff: Request a correction | Repository Editors: Update this record