The paper describes how the influence of social norms on personal norms and environmental identity is in part moderated by group identification: Injunctive norms are better predictors of personal norms and environmental identity when participants are more identified with the group, while descriptive norms predict them directly.
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\nCompetencies in Higher Education: A Critical Analysis from the Capabilities Approach
\nWith the creation of the European Higher Education Area, universities are undergoing a significant transformation that is leading towards a new teaching and learning paradigm. The competencies approach has a key role in this process. But we believe that the competence approach has a number of limitations and weaknesses that can be overcome and supplanted by the capabilities approach. In this article our objective is twofold: first, make a critical analysis of
\nthe concept of competence as it is being used in higher education, identifying its limitations and weaknesses; and second, present the potential of the capabilities approach for higher education and review its complementarity to the competence approach.
\nWe begin with a brief characterisation of the capabilities approach and its implications for education. Then we examine some implications of the competencies approach in higher education and the reasons that led us to choose the DeSeCo proposal for comparison with the capability approach. We then go on to compare the two approaches, addressing 1) the aims of education and 2) the concept
\nof competence and capability. Finally, we address the implications of incorporating the capabilities approach in learning and teaching in higher education.
\nAnmerkungen
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\nComparing different measures of affective attributes relating to sustainability
\nA survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of four of these instruments in describing the affective characteristics of the students. All the instruments depended on respondents’ self-reporting in the absence of researchers or interviewers. The results do encourage us to have some confidence that students’ sustainability characteristics may be researched using a variety of survey-based research instruments, and particular confidence in ongoing use of the Revised New Ecological Paradigm (NEP) scale.
\n