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Stephen Martin   Professor  University Educator/Researcher 
Timeline See timeline
Stephen Martin published an article in December 2016.
Top co-authors
Peter Higgins

23 shared publications

University of Edinburgh, United Kingdom

William A. H. Scott

17 shared publications

University of Bath

Glenn Strachan

3 shared publications

London South Bank University

Carl Peters

2 shared publications

Faculty of Education and Social Sciences, University of Wales, Caerleon Campus, Newport, NP18 3YG, UK

James Dillon

2 shared publications

University of Ulster

Publication Record
Distribution of Articles published per year 
(2013 - 2016)
Total number of journals
published in
Article 4 Reads 0 Citations Routledge handbook of sustainable development in higher education Stephen Martin Published: 26 December 2016
Environmental Education Research, doi: 10.1080/13504622.2016.1272673
DOI See at publisher website
CONFERENCE-ARTICLE 7 Reads 1 Citation Embedding Sustainability Into the Higher Education Curriculum: Lessons From the UK's Green Academy Institutional Change ... Stephen Martin, Andrew McCoshan, Lindsey McEwen Published: 31 October 2014
Proceedings of The 4th World Sustainability Forum, doi: 10.3390/wsf-4-h002
DOI See at publisher website ABS Show/hide abstract
Universities are facing increasing pressures to change the educational programmes they offer in order to make graduates fit for future citizenship and employment in the 21st Century . These   demands come from a complex array of contemporary issues including societal, economic and environmental challenges as well as national and international policy. Recent UK policy pronouncements on the green economy are an important example of such policy change.  Curriculum reform and innovation are beginning to take place in many universities in the UK and elsewhere in the world in response to such pressures and policy developments. Examples include the universities of Aberdeen, Southampton and Keele in the UK, Melbourne in Australia and British Columbia in Canada This paper summarizes the outcomes and impact of an institutional-Green Academy- change programme initiated in 2011 by the UK's Higher Education Academy. It reports on progress in the first year from seven of the participating universities, and focuses on the impact of the change programme on whole institutional reform in the way universities approach education for sustainable development (ESD). It offers an overview of how the universities set about changing policy and practice in ESD in order to scale up existing activities, and how they have extended the reach of learning for sustainability into areas of the curriculum in which little or no development had hitherto taken place.
BOOK-CHAPTER 5 Reads 0 Citations Reflections on ESD in UK Schools Stephen Martin, James Dillon, Peter Higgins, Glenn Strachan,... Published: 30 August 2014
Schooling for Sustainable Development in Europe, doi: 10.1007/978-3-319-09549-3_19
DOI See at publisher website
Article 0 Reads 10 Citations Divergent Evolution in Education for Sustainable Development Policy in the United Kingdom: Current Status, Best Practice... Stephen Martin, James Dillon, Peter Higgins, Carl Peters, Wi... Published: 11 April 2013
Sustainability, doi: 10.3390/su5041522
DOI See at publisher website ABS Show/hide abstract
This paper discusses the current status of all aspects of education for sustainable development (ESD) across the United Kingdom (UK), drawing on evidence from its political jurisdictions (England, Northern Ireland, Scotland and Wales), and setting out some characteristics of best practice. The paper analyzes current barriers to progress, and outlines future opportunities for enhancing the core role of education and learning in the pursuit of a more sustainable future. Although effective ESD exists at all levels, and in most learning contexts across the UK, with good teaching and enhanced learner outcomes, the authors argue that a wider adoption of ESD would result from the development of a strategic framework which puts it at the core of the education policy agenda in every jurisdiction. This would provide much needed coherence, direction and impetus to existing initiatives, scale up and build on existing good practice, and prevent unnecessary duplication of effort and resources. The absence of an overarching UK strategy for sustainable development that sets out a clear vision about the contribution learning can make to its goals is a major barrier to progress. This strategy needs to be coupled with the establishment of a pan-UK forum for overseeing the promotion, implementation and evaluation of ESD.
BOOK-REVIEW 6 Reads 0 Citations Learning for Sustainability in Times of Accelerating Change Stephen Martin Published: 01 March 2013
Journal of Education for Sustainable Development, doi: 10.1177/0973408213495613
DOI See at publisher website