Transformation towards Sustainable Living under Global Education System

299 Pages·2014·2.45 MB·English

Anglia Ruskin University

Transformation towards Sustainable Living under Global
Education Approach: International Students’ Experience

ELEM STEPHEN NWANCHOR

A thesis in partial fulfilment of the requirements of Anglia Ruskin
University for the degree of doctor of philosophy (PhD) Business

Submitted May 2014
Acknowledgement

I am happy to express my gratitude and thanks to all those who have in one way or the other
contributed to the fulfilment of my life dream of getting a PhD when all hopes seemed lost.
The achievement of this objective confirms that age is no barrier to achieving ones goal.
However, some people made it possible for me to land softly.

My special thanks go to my supervisors, present and past that devoted their time to reading
and correcting several draft copies, some of which were unintelligible. First in the list is Dr.
Noah Kofi Karley, Dr. David Arkel, Dr Helen Benton, Dr Bronwen Rees, and Dr Katalin
Illes all of who were my supervisors. I am ever grateful to all of you for your immeasurable
contributions.

Also to receive kudos is Dr. Rob Willis and Dr Andrew Armitage both of who regularly
organised research degree trainings that changed my research culture dramatically. I am also
indebted to Dr Jonathan Wilson for teaching me research methods in a way it has never been
taught before. All of you have made significant difference in my research experience. Equally
appreciated is Dr Beatriz Acevedo for her priceless advice.

May I also thank the Ebonyi State Government of Nigeria, especially His Excellency the
Governor of Ebonyi State, Chief Martin Nwanchor Elechi, the Special Adviser on Higher
Education, Prof. Mikel Otuma, the Commissioner for Local Government and Chieftaincy
Matters, Hon. Celestine Nwali and my father Mr Nwogbunku Elem for their candid supports.

Finally, I am grateful to my wife, Mrs Maria Elem and children for their support, my
colleagues, Dr Odii Benedict, Prince Eze Ogbonia, Mr Opudo Abila and wife, Romas and
Samer.

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Transformation towards Sustainable Living under Global
Education Approach: International Students’ Experience

Abstract

This study is centred on transformation towards sustainable living. It investigated how global
education prepares learners to live a sustainable lifestyle. To explore this area, the concept of
sustainability, global education and transformative learning were critically examined, with a
view to finding their relationships. Literature on sustainability, transformative learning and
global education were reviewed to find out how their relationships impact on international
students learning about sustainable living. The focus of the thesis is on environmental
sustainability, especially through management of anthropogenic factors. The mixed methods
research, involving the collection of quantitative and qualitative data was employed for the
study. Quantitative data collection was done using survey instruments while qualitative data
collection was through face-to-face interview of research participants. Each set of data was
collected and analysed separately. The outcomes of the analysis of the two sets of data were
integrated at the stage of discussion of findings. The aim of the study was to find out whether
global education transforms learners towards sustainable living. Findings from the study
showed that global education field transforms students towards sustainable living. Evidence
from the study suggests that global education help students to acquire the skills and
knowledge required for living sustainably. Also, the actions and behaviours of international
students were found to be influenced more towards sustainable lifestyle than those from the
host country. The degree of transformation students experience was measured by attitude
change, intention to change and actions of students toward the environment. This study
contributed to the conceptual understanding of the relationship between global education and
transformation of learners towards sustainable living. It made both theoretical and practical
contribution to knowledge. The findings from the study will be of benefit to different impact
groups. These groups include business organisations, policy makers in government,
educational institutions, and individuals.

(Key Words: Global Education, Transformative Learning, Sustainability).

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Table of Contents
Acknowledgement…………………………………………………………………………….i
Abstract……………………………………………………………………………………….ii
Table of contents……………………………………………………………………………..iii
Chapter One: Raison d’être, Themes and Issues
1.1 Introduction……………………………………………………………………………….1
1.2 Definition of Terms……………………………………………………………………….5
1.3 The Need for Education - Transformation - Sustainability Link………………………...10
1.4 Statement of the Problem…………………………………………………………...……17
1.5 Aim of the Study…………………………………………………………………………18
1.6 Objectives of the study…………………………………………………………………...18
1.7 Research Questions and Hypotheses..................................................................................18
1.8 Methodological Approach to the Study………………………………………………….19
1.9 Significance of the study…………………………………………………………………20
1.0 Limitations and Scope of the Study…………………………………………………...…22
1.11 Conceptual Framework…………………………………………………………………23

Chapter Two: Contextualizing the Themes and Issues
2.1 Introduction………………………………………………………………………………25
2.2 Reasons for Cross-border Movement of Students from Less Developed Countries and
newly Industrialised Countries to Developed countries………………………...……………26
2.3 Theoretical Framework…………………………………………………………………..29
2.3.1 The Theory of Reasoned Action……………………………………………………….20
2.3.2 Systems Thinking Theory…………………………………………...…………………33
Chapter Three: Conceptual Review of Transformation towards
Sustainable Living under Global Education
3. 1Introduction………………………………………………………………………….…...39
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3. 2 Bases for Transformation towards Sustainable Living…………….……………………39
3.3 Sustainability Discourse………….………………………………………………………42
3.4 Transformative Learning…………………………………………………………………58
3.4.1 Experience……………………………………...………………………………………59
3.4.2 Reflection………………………………………………………………………………61
3.4.3 Rational Discourse……………………..………………………………………………65
3.5 Processes of Transformation towards Sustainable Living……………………………….66
3.6 Global Education Approach - Transformative Learning - Sustainability Link………….76
3.6.1 Historical Development of Global Education………………………………………….76
3.6.2 Perspectives on Global Education……………………………………………………...78
3.6.3 Dimensions of Global Education………………………………………………………80
3.6.4 Growing Integration of Global Education, sustainability and Transformative
Learning…………………………………………………………………………………...…84
3.7 Paradigm Shift in Global Education………………………………………….………….87
3.8 The ‘Ecology’ of Education Movement for Change …………………………………….92
3.9 Sustainability Practices in Africa, Asia, and Europe…….……………………………….96
3.9.1 Africa……………………………...……………………………………………………97
3.9.2 Asia……………………………………………………………………………………..99
3.9.3 Europe………………………………………………………………………………...103
3.10 Role of Education in Transformation towards Sustainable Society……..…………….105
3.11 Holistic Approach to Teaching Sustainability…………………………………………117
3.12 Challenges to Sustainability Education at University…………………………………122

Chapter Four: Research Design: Methodology and Methods
4.1 Introduction…………………………………………………………………………….127
4.2 Research Philosophy……………………………………………………………………127
4.3 Rationale for Mixed Methods…………………………………………………………..134
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4.4 Research Design…………..……………………………………………………….……138
4.5 Methodological Design …………………………………………………………….…..140
4.6 Priority, Implementation and Integration………………………………………….…....143
4.7 Measurement Indicators for this Study ……………………………..……………….…147
4.8 Quantitative Data Analysis……………………………………………………………...149
4.9 Sample Size……………………………………………………………………………..149
4.10 Sampling Technique…...………………………………………………………………152
4.11 Measured Variables……………………………………………………………………153
4.12 Dependent variables…………….……………………………………………………..153
4.13 Independent variables………………………………………………………………….153
4.14 Measurement Instruments……………….…………………………………………….154
4.15 Qualitative Methodology and Analysis………………………………………………..154
4.15.1 Qualitative Data Analysis……………………………………………………………153
4.15.2 Procedure…………………………………………………………………………….155
4.15.3 Trustworthiness, Authenticity and Credibility………………………………………158
4.16 Ethical Considerations…………………………………………………………………160

Chapter Five: Data Presentation and Analysis [Findings]
5.1 Introduction…………………………………………………………………………….163
5.2 Section A: Presentation and Analysis of Quantitative Data……………………………163
5.2.1 Hypothesis Testing – Analysis, Results and Interpretations………………………….163
5.2.2 Operational Definitions……………………………………………………………….164
5.2.3 Test Statistics………………………………………………………………….………164
5.3 Inferential Statistics……………………………………………………………………..187
5.4 Test of Key Hypothesis…………………………………………………………………195
5.5 Section B: Qualitative Analysis, Results and Interpretations………………..………….195
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5.5.1 Testing the Relationship between Global Education and Transformation of Learners
towards Sustainable Living…………………………………………………………………195
5.5.2 Transformation………..………………………………………………………………196
5.5.3 Awareness Creation……………..…………………………………………………….198
5.5.4 Small Things that Matter…….………………………………………………………..201
5.5.5 Prior Knowledge of Sustainability……………………………………………………202
5.6 Testing Relationship between what Learners under Global Education Approach Learn and
Sustainable Living………….……………………………………………………………….204
5.6.1 Sustainability in Course Contents…………………………………………………….204
5.6.2 Impacts of University Education on Learners………………………………………...206
5.7 Contributions of Global Education to Sustainability Practice…………………………..208
5.8 Testing Relationship between how Learners Described their Transformative Experiences
and the Contributions of Global Education System to those Experiences……….…………209

Chapter Six: Discussion of Findings
6.1 Introduction………………….………………………………………………………….211
6.2 Transformation towards Sustainable Living……………………………………………211
6.3 Relationships between what learners learn and sustainable Living…………………….213
6.4 Learners Descriptions of their transformative Experiences….…………………………214
6.5 Global Education Role in the transformation of learners towards sustainable living….217

Chapter Seven: Contribution to knowledge, Conclusions and
Recommendations
7.1 Introduction………………………………………………………………………….….221
7.1.1 Theoretical contribution to knowledge………………………………………………..221
7.1.2 Practical contribution to knowledge…………………………………………………..224
7.2 Conclusions…………………………………………………………………………..…225
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7.3 Recommendations………………………………………………………………………226

References..........................………………………………………………………………231
Appendix 1: Tables………………………………………………………………………...265
Appendix 2: Figures……………..…………………………………………………………279
Appendix 3: Questionnaire…...……………………………………………………………280
Appendix 4: Interview Guides…………………..…………………………………………285
Appendix 5: Ethics Approval, Consent Form and Participants’ Information Sheet

List of Tables
Table 2.1: Top non-European Union (EU) sending countries……………………………....28
Table 2.2: Top EU sending countries………………………………………………………..29
Table 4.1: Pragmatic alternative to the issues in Social Science Research………………...132
Table 5.1: Statistical average of sample population on demographic variables……………164
Table 5.2: Frequency table of gender of participants………………………………………165
Table 5.3: Frequency of age distribution of participants……………………………….…..166
Table 5.4: Race of participants……………………………………………………………...166
Table 5.5: Educational levels of participants……………………………………………….167
Table 5.6 Educational levels and races of participants……………………………………..167
Table 5.7: Educational levels and Age range of respondents………………………………169
Table 5.8: Gender and educational level of participants……………………………………160
Table 5.9: Does educational level enhance sustainable living………………...……………171
Table 5.10: How does race enhance education in sustainability……………………………173
Table 5.11: Learning develops students to think sustainably……………………………….174
Table 5.12: Race: Students transformed by course contents………………………………..176
Table 5.13: Transformation and sustainability needs more explanations at university based on
race of students ………………………………………………………………..180
Table 5.14: Race: Global education has transformative power……………………………..181
Table 5.15: Race: Students are completely transformed to live sustainably………………..183
Table 5.16: Global education enhances sustainable living based on race…………………..185
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Table 5.17: Test of correlations between educational level, sustainable living and mixed race
University……………………………………………………………………...187
Table 5.18: Results for correlations between educational level, sustainable living and mixed
race university……..………………………………………………………….188
Table 5.19: Correlations showing educational level and race for question 20 (Q.20)……...189
Table 5.20: T-test to find out if there is any significant difference between the educational
level, students transformation, race, mixed race university, gender, and global
education at 95% confidence interval…………………………………………189
Table 5.21: Paired sample correlations for educational level, race, gender, global education
has transformative power………………………………………………………190
Table 5.22; Paired sample correlations for educational level, race of students, mixed race
university, global education has transformative power………………………..190
Table 5.23: Paired sample T-test for change in attitude and transformation, sustainable living,
knowledge and skills gained from university, age and behaviour change…….192
Table 5.24: Paired sample correlations for change in attitude and transformation………....192
Table 5.25: Paired sample test for learning, change in attitude, knowledge and skills……. 193
Table 5.26: Contingency table for Likert values showing frequency distribution of
participants’ responses………………………………………………………...194

List of Figures
Figure 2.1: Theory of reasoned action…………….…………………………………………29
Figure 2.2: Transformative learning model………………………………………………….30
Figure 2.3: Analytical framework……………………………………………………………35
Figure 3.1: Graph of optimal stabilisation point and benefit analysis……………………….48
Figure 3.2: Team learning pyramid……….…………………………………………………59
Figure 3.3: Kolb’s experiential learning cycle……………………………………………….67
Figure 3.4: A four-dimensional model of global education………………………………….75
Figure 3.5: The temporal dimension of global education……………………………………77
Figure 3.6: Billiard ball model……………………………………………………………….80
Figure 3.7: Web model……………………………………………………………………….80
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Figure 3.8: Nesting system…………………………………………………………………..90
Figure 3.9: Current per capita emissions and world sustainable average emissions………...99
Figure 3.10: Conceptual framework for transformation towards sustainability……………121
Figure 4.1: Model of sequential explanatory mixed methods design……………………….147
Figure 4.2: Qualitative analytical processes………………………………………………...156
Figure 5.1: Gender and age of respondents…………………………………………………166
Figure 5.2: Learning develops students to think sustainably based on race………….……..173
Figure 5.3: Educational level is important in developing students to think sustainably……174
Figure 5.4: Students transformation by course contents based on race…………………….175
Figure 5.5: Students transformed by course contents based on gender opinion……………176
Figure 5.6: Gender views on education of students help them to protect society and
environments…………………………………………………………………...177
Figure 5.7: Views based on race of students for transformation and sustainability needs
more explanations at university………………………………………………..179
Figure 5.8: The transformative power of global education…………………………………180
Figure 5.9: Gender views on university needs better way of teaching sustainability…....…182
Figure 5.10: Global education enhances sustainable living………...………………………184
Figure 7.1: A simple model for teaching and learning about ecology and environment…...225

List of Acronyms
AC: Abstract Conceptualisation
ADC: Asian Developing Countries
AE: Active Experimentation
AU: Active Use
CE: Concrete Experience:
CEO; Chief Executive of Organisation
CO2: Carbon dioxide
CO2e: Carbon dioxide equivalent
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