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Educating Communities for a Sustainable Future – Do Large-Scale Sporting Events Have a Role?

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Educating Communities for a Sustainable Future – Do Large-Scale Sporting Events Have a Role? Educating communities for a sustainable future – Do large-scale sporting events have a role? Robert James Harris BA, MBus., Dip. Teach. i Educating communities for a sustainable future – Do large-scale sporting events have a role? Robert James Harris BA, MBus., Dip. Teach. Being a thesis submitted to the University of Technology, Sydney in partial fulfilment of the requirements for the Doctor of Education, June 2010 ii Certificate of Authorship and Originality I certify that the work in this thesis has not previously been submitted for a degree nor has it been submitted as part of the requirements of a degree and that the work is the original work of the candidate except where sources are acknowledged. Signature............................................................................................................ iii Acknowledgements I am grateful to the people whose support made the writing of this thesis possible. In particular I wish to thank the following: First and foremost, I would like to thank the case study informants who generously gave of their time, and provided their recollections and forthright perspectives on the process of leveraging either the Sydney 2000 Olympic Games or Melbourne 2006 Commonwealth Games for education for sustainable development purposes. I am deeply indebted to my supervisor Professor David Boud and co-supervisor Professor Christine Toohey, who provided guidance, support and professional mentoring over an extended period. I am particularly indebted to David for his ability to steer this study in an area where research was absent, his efforts to encourage critical self-reflection, and his ability to find time when there likely wasn’t any to quickly turn around material that was submitted. I am grateful to my Head of School Bruce Hayllar and Deputy Dean Professor Tracy Taylor for their support and willingness to allow me time away from my teaching and other duties to complete this thesis. I have ‘stolen’ a great deal of time from my family (Joy, Ryan and Ben) over a number of years as I have hidden away in my study writing this thesis. I can only thank them and hope to repay their extraordinary tolerance by becoming a fully functioning member of my family once more. ___________________________________ iv List of Abbreviations ABS Australian Bureau of Statistics ACGA Australian Commonwealth Games Association AOC Australian Olympic Committee ARIES Australian Research Institute in Education for Sustainability CG Commonwealth Games CGAC-E Commonwealth Games Advisory Committee – Environment CGEP Commonwealth Games Education Program CGF Commonwealth Games Federation COS Centre for Olympic Studies EAP Expert Advisory Panel EfSD education for sustainable development ENRC Environment and Natural Resources Committee ESF Environmental Stakeholder Forum ETS Environmental Tender Specification FIFA Fédération Internationale de Football Association GGW 2000 Green Games Watch 2000 HCC Host City Contract HomBERG Homebush Bay Environmental Reference Group IOC International Olympic Committee IUCN International Union for Conservation of Nature LSSE large-scale sporting event M2006 Melbourne 2006 Commonwealth Games Corporation MCC Melbourne City Council MCEETYA Ministerial Council on Education, Employment, Training and Youth Affairs MCG Melbourne 2006 Commonwealth Games NGO non-government organisation NOC National Olympic Committee NOEP National Olympic Education Program NZPCE New Zealand Parliamentary Commissioner for the Environment OCA Olympic Co-ordination Authority OCGC Office of Commonwealth Games Co-ordination OECD Organisation for Economic Co-operation and Development OEF Olympic Environment Forum OLP Olympic Landcare Program ORTA Olympic Roads and Traffic Authority OSEN Olympic Sponsors Environment Network OYC Olympic Youth Camp SD sustainable development SEC Sport and Environment Commission SOCOG Sydney Organising Committee for the Olympic Games SOG Sydney 2000 Olympic Games SOPA Sydney Olympic park authority UNEP United Nations Environment Program UNESCO United Nations Educational, Scientific and Cultural Organisation v UTS University of Technology, Sydney VSC Voluntary Sustainability Covenant WCSE World Conference on Sport and the Environment WWF World Wildlife Fund vi Table of Contents Certificate of Authorship and Originality ............................................................................ iii Acknowledgements ............................................................................................................. iv List of Abbreviations ............................................................................................................ v Table of Contents ................................................................................................................ vii List of Tables ...................................................................................................................... xii List of Figures .................................................................................................................... xiv Abstract - Educating communities for a sustainable future: Do large-scale sporting events have a role? ........................................................................................................................... 1 Chapter 1: Understanding the Study Context ....................................................................... 3 1.1 Introduction ................................................................................................................ 3 1.2 Background ................................................................................................................. 4 1.3 Contribution to knowledge ......................................................................................... 7 1.4 Key concepts employed in this study ......................................................................... 8 1.4.1 Sustainable development ..................................................................................... 8 1.4.2 Education for Sustainable Development ........................................................... 10 1.4.4 Formal, non-formal and informal education ...................................................... 16 1.4.5 Community ........................................................................................................ 17 1.4.6 Large-Scale Sporting Event ............................................................................... 17 1.5 Thesis structure ......................................................................................................... 18 1.6 Summary ................................................................................................................... 19 Chapter 2: Towards a Conceptual Framework for Host-Community Education for Sustainable Development through Large-Scale Sporting Events ....................................... 21 2.1 Introduction .............................................................................................................. 21 2.2 Stakeholder theory and its relationship to this study ................................................ 21 2.3 Background and applications .................................................................................... 22 2.4 Key concepts in stakeholder theory: stake and stakeholder ..................................... 24 2.5 Stakeholder identification and the operation of multi-stakeholder processes .......... 25 2.6 Stakeholder Classification ........................................................................................ 27 2.7 Approaches to stakeholder management and engagement ....................................... 30 2.8 Factors conditioning the application of stakeholder theory in LSSE settings .......... 31 2.9 Conceptual Framework ............................................................................................. 33 2.10 Summary ................................................................................................................. 37 vii Chapter 3: Methodology ..................................................................................................... 38 3.1 Introduction .............................................................................................................. 38 3.2 Study purpose and associated research questions ..................................................... 38 3.3 Research Approach ................................................................................................... 40 3.3.1 Exploratory inquiry ............................................................................................ 40 3.3.2 A Case study approach ...................................................................................... 40 3.3.3 Data sources ....................................................................................................... 42 3.3.3.1 Secondary data sources ................................................................................ 42 3.3.3.2 Primary data source ..................................................................................... 43 3.4 Data Analysis and presentation of outcomes ............................................................ 48 3.5 Role of the researcher ............................................................................................... 50 3.6 Research limitations and biases ................................................................................ 51 3.7 Validity and action orientation ................................................................................
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