Environmental Economics And Policy: Course Evaluation Survey
The main objective of this paper is to outline the educational aspects of environmental economics referring to an example of a course taught at The University of Economics, Prague.
A quantitative survey among students was conducted to describe their perceptions of the environmental topics and the diverse components of the course. This learners’ perspective is compared with students’ examination results and their level of activity in seminars. One of the main questions asked in this text is: do students interested in economic policy and regional economics consider the environmental orientation of the course important? And if yes what aspects of the course do they value, what benefits do they get from the course, what are their learning strategies and what role does this play with regards to students’ concern for environmental issues?
Probably the most important finding of the research is the students’ advocacy of environmental economics as a beneficial part of curriculum both by those clustered as ‘environmentalists’ and ‘non-environmentalists’ (or even ‘anti-environmentalists’). Students appreciate having a chance to participate actively in the course. A well balanced proportion of lectures and seminars with enough space for deep discussion seem to be crucial for retaining students’ interest. The data doesn’t equip us with sufficient information to construct regression models with reasonable predictive power concerning exam results. A challenge for further research is to work with a better informed analysis of students’ learning strategies.
Arbuthnott, K. D. (2009). Education for sustainable development beyond attitude change. International Journal of Sustainability in Higher Education, 10(2), 152-163. Retrieved from http://www.emeraldinsight.com/10.1108/14676370910945954 http://dx.doi.org/10.1108/14676370910945954
Dlouhá, J. (2009). Kompetence v environmentálním vzdělání. Envigogika, 4(1). doi:http://dx.doi.org/10.14712/18023061.34
Dunlap, R. E., Van_Liere, K. D., Mertig, A. G., & Jones, R. E. (2000). Measuring Endorsement of the New Ecological Paradigm: A Revised NEP. Scale”, Journal of Social Issues, 56(3), 425-442. Retrieved from http://doi.wiley.com/10.1111/0022-4537.00176 http://dx.doi.org/10.1111/0022-4537.00176
Franěk, M. (2012). Nature Relatedness Scale. Český překlad škály měřící spojení s přírodou. Envigogika, 7(1), Retrieved from http://www.envigogika.cuni.cz/index.php/Envigogika/article/view/69 http://dx.doi.org/10.14712/18023061.69
Glaser, B. G., & Strauss, A. L. (2009). The Discovery of Grounded Theory: Strategies for Qualitative Research. Transaction Publishers.
Lozano, R. (2006). Incorporation and institutionalisation of SD into universities: breaking through barriers to change. Journal of Cleaner Production, 14(9-11), 787-796. Retrieved from http://linkinghub.elsevier.com/retrieve/pii/S0959652606000175 http://dx.doi.org/10.1016/j.jclepro.2005.12.010
Sauer, P. (2007). How to teach applied environmental economics. International Journal of Business, Management and Economics, 3(9), 43-50.
Sleurs, W. et al (2008). “Competencies for ESD (Education for Sustainable Development) teachers: A framework to integrate ESD in the curriculum of teacher training institute”, Comenius 2.1 project 118277-CP-1-2004-BE-Comenius-C2.1, Brussels, on-line: http://www.unece.org/env/esd/inf.meeting.docs/EGonInd/8mtg/CSCT%20Handbook_Extract.pdf, [Accessed 12.4.2010].
Soukup, P. (2001). ISSP-Životní prostředí. Sociologický ústav Akademie věd České republiky.
Stubbs, W., & Cocklin, C. (2008). Teaching sustainability to business students: shifting mindsets. International Journal of Sustainability in Higher Education, 9(3), 206-221. Retrieved from http://www.emeraldinsight.com/10.1108/14676370810885844 http://dx.doi.org/10.1108/14676370810885844
Wright, T. S. A. (2007). Developing research priorities with a cohort of higher education for sustainability experts. International Journal of Sustainability in Higher Education, 8(1), 34-43. Retrieved from http://www.emeraldinsight.com/10.1108/14676370710717571 http://dx.doi.org/10.1108/14676370710717571
UNECE (2008). Steering Committee on Education for Sustainable Development. The Reporting Format (Advance copy of ECE/CEP/AC.13/2008/2/Add.1) [Online] Available at: http://www.unece.org/env/esd/inf.meeting.docs/SC/SC-3/ece.cep.ac.13.2008.2.add.1.e.AC.pdf, [Accessed 10.4.2010].
Zsóka, Á, , Szerényi, Z. M., Széchy, A., & Kocsis, T. (2013). Greening due to environmental education? Environmental knowledge, attitudes, consumer behavior and everyday pro-environmental activities of Hungarian high school and university students. Journal of Cleaner Production, 48, 126-138. Retrieved from http://linkinghub.elsevier.com/retrieve/pii/S0959652612006233 http://dx.doi.org/10.1016/j.jclepro.2012.11.030
Sauer P, Mensik S, Andrews R (1994) “Social values and the environment”. Acta Oeconomica Pragcusia, 3 (4): 21-23.
Copyright (c) 2014 Envigogika
This work is licensed under a Creative Commons Attribution 4.0 International License.