Tensions and transitions: effecting change towards sustainability at a mainstream university through staff living and learning at an alternative, civil society college

Abstract

This paper explores the impact of short immersive residentials at a radical institution for staff currently working in a mainstream one; in this instance, at Schumacher College for those at the nearby University of Plymouth (UK). Schumacher is an independent, alternative college offering residential courses in ‘transformative learning for sustainable living’. Using a qualitative research design, we explore the potential of a University staff Scholarship Scheme partnering with Schumacher to catalyse change towards sustainability in the university's curriculum and pedagogy. Our findings suggest that whilst many of the scholarships realised their anticipated potential to effect change, there was no simple correlation between the scholars' learning and experience at Schumacher and their subsequent personal and professional change. However, since the Plymouth–Schumacher route offers a promising pathway to bring innovation and fresh ideas into thinking and practice, the paper also explores how the mainstream and the radical could interact to better effect, drawing on wider thinking on the principles, challenges and tensions of pursuing sustainability, partnership, institutional learning and change.

Keywords:

• change
• universities
• education for sustainable development
• emergent thinking

Notes

1. For information, this scheme has had the tacit but not overt support of senior management at the university. If the latter had been more forthcoming, CSF would likely have been in a stronger position to support and network staff that had been through the experience than has been the case.

2. DP – dissemination plan.

3. ER – evaluation report.

4. SSI – semi‐structured interview.