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Transformation Towards Sustainable Living Under Global Education System More Than Those from Developed Countries 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. i 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). ii 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 iii 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 iv 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 v 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
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