Please login first
Edwin Akins  - - - 
Top co-authors See all
Vanessa Slinger-Friedman

7 shared publications

Department of Geography and Anthropology, Kennesaw State University, Kennesaw, GA 30144, USA

Maria Kalamas Hedden

5 shared publications

Department of Marketing and Professional Sales, Kennesaw State University, Kennesaw, GA 30144, USA

Amy Gruss

2 shared publications

Department of Civil and Construction Engineering, Kennesaw State University, Kennesaw, GA 30144, USA

R. C. Paul

2 shared publications

Department of Biology and Physics, College of Science and Mathematics, Kennesaw State University, 1000 Chastain Road, Kennesaw, GA 30144, e‐mail

Elizabeth Giddens

1 shared publications

Department of English, Kennesaw State University, Kennesaw, GA 30144, USA

2
Publications
0
Reads
0
Downloads
3
Citations
Publication Record
Distribution of Articles published per year 

Total number of journals
published in
 
1
 
Publications
Article 0 Reads 0 Citations Sustainability Education and Organizational Change: A Critical Case Study of Barriers and Change Drivers at a Higher Edu... Edwin E. Akins, Elizabeth Giddens, David Glassmeyer, Amy Gru... Published: 18 January 2019
Sustainability, doi: 10.3390/su11020501
DOI See at publisher website ABS Show/hide abstract
Integrating sustainability within institutions of higher education can have a tremendous impact on students, faculty, and the larger community. Sustainability efforts also experience many barriers to implementation within higher education contexts. A change management perspective can help characterize these barriers and ways to overcome them. In this critical case study, we use a process model to examine the kinds of barriers Kennesaw State University (KSU) has faced regarding implementation of academic sustainability and to evaluate change drivers that can advance sustainability during a time of leadership change. The process model evaluates barriers and change drivers according to published frameworks, and provides a way for higher education institutions to identify the most difficult barriers, easily surmountable barriers, and areas where change drivers can have the most impact. At KSU, the process model identified the self-determination of middle-tier change drivers as the most important way to advance sustainable development in higher education institutions (SD in HEI) until new leadership emerges. The process model is iterative and modifiable, because the specific frameworks used in the process model may vary depending upon the needs of each HEI and stage of progression toward SD.
Article 5 Reads 3 Citations Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Edu... Maria Kalamas Hedden, Roneisha Worthy, Edwin Akins, Vanessa ... Published: 28 July 2017
Sustainability, doi: 10.3390/su9081320
DOI See at publisher website ABS Show/hide abstract
In this paper we present our rationale for using an active learning constructivist approach to teach sustainability-related topics in a higher education. To push the boundaries of ecological literacy, we also develop a theoretical model for sustainability knowledge co-creation. Drawing on the experiences of faculty at a major Southeastern University in the United States, we present case studies in architecture, engineering, geography, and marketing. Four Sustainability Faculty Fellows describe their discipline-specific case studies, all of which are project-based learning experiences, and include details regarding teaching and assessment. Easily replicated in other educational contexts, these case studies contribute to the advancement of sustainability education.
Top