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Insights from Alumni: A Grounded Theory Study of a Graduate Program in Sustainability Leadership

Author

Listed:
  • Heather Burns

    (Educational Leadership and Policy, College of Education, Portland State University, Portland, OR 97201, USA)

  • Megan Schneider

    (Educational Leadership and Policy, College of Education, Portland State University, Portland, OR 97201, USA)

Abstract

This grounded theory action research study examines the impact of a graduate sustainability leadership program through the lens of its alumni. The study reveals elements of the leadership program that had the most impact on the lives and careers of its alumni, as well as suggestions for how the program could better prepare students in the future. This study finds that impactful sustainability leadership programs might incorporate opportunities for: paradigm and perspective shifts; a culture of support and care; holistic personal growth and development; experiential community-based learning opportunities; and leadership tools and skills that students can practice and use. This study also indicates that future students of sustainability leadership in higher education could benefit from more career preparation and job transition support, and from more emphasis on critical theory, social justice, and diversity/inclusion in all coursework. Implications for program design and implementation are discussed, including suggestions for future practice.

Suggested Citation

  • Heather Burns & Megan Schneider, 2019. "Insights from Alumni: A Grounded Theory Study of a Graduate Program in Sustainability Leadership," Sustainability, MDPI, vol. 11(19), pages 1-14, September.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:19:p:5223-:d:270087
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    Citations

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    Cited by:

    1. José V. Pestana & Nuria Codina, 2020. "Collective and Individual Sources of Women’s Creativity: Heroism and Psychological Types Involved in Enhancing the Talent of Emerging Leaders," Sustainability, MDPI, vol. 12(11), pages 1-25, May.
    2. María Consuelo Sáiz-Manzanares & Sara Gutiérrez-González & Ángel Rodríguez & Lourdes Alameda Cuenca-Romero & Verónica Calderón & Miguel Ángel Queiruga-Dios, 2020. "Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques," Sustainability, MDPI, vol. 12(17), pages 1-18, August.
    3. Fenghua Xu & Yanru Yang & Junyuan Chen & A-Xing Zhu, 2022. "Behind the Silence of the Professional Classroom in Universities: Formation of Cognition-Practice Separation among University Students—A Grounded Theory Study in China," IJERPH, MDPI, vol. 19(21), pages 1-23, November.

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