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dc.contributor.authorshephard, Kerry
dc.contributor.authorHarraway, John
dc.contributor.authorJowett, Tim
dc.contributor.authorLovelock, Brent
dc.contributor.authorSkeaff, Sheila
dc.contributor.authorSlooten, Liz
dc.contributor.authorFurnari, Mary
dc.contributor.authorStrack, Mick
dc.date.available2017-10-26T21:06:42Z
dc.date.copyright2014
dc.identifier.citationshephard, K., Harraway, J., Jowett, T., Lovelock, B., Skeaff, S., Slooten, L., … Strack, M. (2014). Longitudinal analysis of the environmental attitudes of university students. Environmental education research, 21(6), 805–820. doi:http://dx.doi.org/10.1080/13504622.2014.913126en
dc.identifier.urihttp://hdl.handle.net/10523/7641
dc.description.abstractThis article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherRoutledgeen_NZ
dc.relation.ispartofEnvironmental education researchen_NZ
dc.subjectmonitoring change, sustainability attitudes, learning in the affective domain, longitudinal modelling, linear mixed-effects modelen_NZ
dc.titleLongitudinal analysis of the environmental attitudes of university studentsen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2017-10-25T02:00:48Z
otago.schoolHEDCen_NZ
otago.relation.issue6en_NZ
otago.relation.volume21en_NZ
dc.identifier.doihttp://dx.doi.org/10.1080/13504622.2014.913126en_NZ
otago.bitstream.endpage820en_NZ
otago.bitstream.startpage805en_NZ
otago.openaccessOpenen_NZ
dc.description.refereedPeer Revieweden_NZ
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