• The Research Journal of the Costume Culture
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• v.26 no.2
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• pp.203-216
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• 2018

This study explores sustainability education in textile and apparel (T&A) programs in U.S. higher education institutions. Specifically, the researchers study whether more courses with sustainability focus are offered in higher-ranked institutions and explore whether sustainability is taught more in specific T&A related subject fields. Content analysis was conducted for 3,200 courses found in online course catalogs or the course information sites of 69 institutions. Institutions were selected from the 2015 rankings of the top 50 fashion design and top 50 fashion merchandising schools in the US on www.fashion-schools.org. All cases were coded by two coders with a Cohen's Kappa score of 97.5%, indicating good interrater reliability. Coded data were analyzed through descriptive statistics, correlation analysis, and t-tests. The findings show that sustainability is being integrated into the curricula and across courses of T&A programs in the U.S. Over half of the institution surveyed offered at least one sustainability embedded course. Higher ranked institutions provided more sustainability-related courses than power-ranked institutions. A natural match between the subject field and specific sustainability theme was observed (e.g., cultural diversity in history/culture and social psychology/education; recycle/reuse in textile science; sustainability in fashion design; social responsibility and ethics in industry/consumer). The need to introduce sustainability in courses holistically is discussed, whereby sustainability within the industry supply chain is examined in a connected way.

• Journal of the Korean Society of Food Culture
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• v.38 no.5
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• pp.314-325
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• 2023

This study was to identify the effects of education on Korean foods preferred by elementary students and their sustainability. A survey was conducted on 5th-grade elementary school students. Korean food preferences were classified by exploratory factor analysis as creative, healthy, or considerate, and the effects of education on Korean dietary life were classified as cognitive or emotional. Dietary life sustainability was evaluated separately. Results showed that creative and considerate preferences had significant impacts on cognitive and emotional education effects and that a healthy preference type significantly impacted the emotional effect of education. Analysis showed that creative and considerate food preference types significantly influenced dietary life sustainability and that cognitive and emotional education effects mediated these relationships. Sex was not found to have a significant moderating effect. The study shows that Korean dietary life sustainability is influenced by education on topics that promote the value and excellence of Korean food and suggests that experiential education combining practice and theory should be used to increase interest in Korean food among elementary students. Additional studies are required to determine Korean food preferences to facilitate the development of a dietary life education program that enables students to understand and maintain healthy dietary practices.

• Journal of Engineering Education Research
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• v.11 no.3
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• pp.70-77
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• 2008

This study investigates the level of the construction student's familiarity and interest in sustainability, their attitude toward sustainability, and the factors for bringing student's attitude toward sustainability. To accomplish the main objectives, this study employes a survey instrument created and developed by the authors. This is a descriptive and correlation study using responses from construction students at the Building Construction department at Virginia Polytechnic Institute and State University in Virginia. The results of descriptive statistics and multiple regression using SPSS version 16 present the following findings. Construction students perceive that they have a relatively high level of familiarity with sustainable construction and sustainability. Secondly, student's attitude toward sustainability is changed based on several factors such as sustainable construction courses, a professor who is interested in sustainability, their interest in the construction industry, university initiative, and the level of sustainability for student's learning facilities. Finally, the construction student's attitude toward sustainability can be improved by offering sustainable construction courses in construction programs, having professors who teach and research sustainability, and adopting sustainable initiatives at the university level such as campus recycling and various sustainable programs.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.46-64
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• 2010

The purpose of this study is to analyze how the contents of education for sustainable development are reflected in the middle school environment curriculum revised in 2007, and to propose how to integrate content for improving sustainable development education. For this, I analyzed the 2007 Revised Environment Curriculum for Middle Schools by using social network analysis which is the useful methodology to understand the relations of contents. Social Network analysis is a useful tool to excavate the forms of structure or relationship and to explain the characteristics of the system that arise through relationships or to explain the units composing the system. When sustainable development education was examined from 3 points of view, it included environmental sustainability, economical sustainability, and social sustainability. I used the 2007 Revised Environment Curriculum for Middle Schools and manual of curriculum for analysis. The results are 1) The biodiversity conservation and energy efficiency have taken most important positions. 2) In case of economical sustainability pillar, sustainable production had been emphasized. 3) In the case of the social sustainability pillar, health improvement are considered significant. 4) The efforts of trying to approach sustainable development education as an integrated curriculum is week. Integrated themes based on the results were developed. Five main themes were the energy and climate change, water resource and environmental pollution, sustainable village and sustainable food production, sustainable city and sustainable production, sustainable tourism and biodiversity. I hope these could function as theme of integrated-content. Based on the results of study, I propose joint researches on scope of sustainable development for environmental education.

• Fashion, Industry and Education
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• v.16 no.2
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• pp.40-51
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• 2018

Sustainability is an important topic within a variety of design areas, including fashion. The 'fast fashion' behavior of consumers is one of the big challenges that sustainable living faces. For the fashion industry, sustainability can be seen as a regulating ethos for higher quality and longer-lasting products, which I argue as embodying an intersection between sustainability and luxury. This study establishes a conceptual model for 'sustainable luxury' that can be implemented as a guide in the fashion design industry and education field. This paper will focus particularly on craft-based fashion within the industry. Through conceptual analysis and case studies, I analyze sustainable luxury through the scope of Soper's (2007) 'alternative hedonism', linking hedonic and selfidentity values as a foundation for the acceptance of and continued drive toward more sustainable luxury products. Unlike other studies which only emphasize the ecological and environmental aspects of sustainability, viz. green/eco design, this study explores sustainability as balanced with its four dimensions: environmental, economic, social, and cultural. Case studies will exemplify this redefined notion of sustainable luxury.

• International conference on construction engineering and project management
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• 2009.05a
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• pp.764-773
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• 2009

This paper presents an overview of six strategic entry points for sustainability in the context of the construction/engineering curriculum. It compares the pedagogical costs and benefits of each approach and shares lessons learned from experiences at two leading public American universities: Georgia Institute of Technology and Virginia Polytechnic Institute. The paper discusses opportunities in terms of two perspectives on the pedagogy of sustainability: Stealthy Sustainability and Flagrant Sustainability, as part of a strategy of diffusion and routinization of this innovation within existing curricula. The paper concludes with a discussion of considerations that should be taken into account when evaluating the potential for sustainability in new educational contexts.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.12
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• pp.191-201
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• 2021

The objective of this research is to investigate how the board of directors' characteristics influence sustainability disclosures with the mediating effect of corporate governance. The independent variables are the characteristics of the board of directors, which consist of the presence of women on the boards, presence of directors aged over 50 years old, education level, education field, board tenure, and compensation. The dependent variable is sustainability disclosures, which is measured by the GRI standard disclosure, whereas the mediator variable is the CG score. Research samples are 460 companies listed on the Stock Exchange of Thailand (SET). Path Analysis is used to examine the correlation between the board of directors' characteristics, CG score, and GRI standard disclosure. The research findings show that senior boards, the education field, and compensation motivation have an effect on sustainability disclosures, whereas corporate governance is a mediator of the effect of the education field of boards on sustainability disclosures. This finding should help shareholders to choose individuals with suitable characteristics to serve on the board of directors, and, as a result, shareholders should anticipate a profitable result to be generated, while the business of the company is conducted in a sustainable way.

• Hwankyungkyoyuk
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• v.24 no.2
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• pp.112-130
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• 2011

The study is aimed to investigate the current status of ESD(Education for Sustainable Development) programs in private sector(businesses) carried out in Korea since UN DESD was launched in 2005, For this purpose we conducted a questionnaire survey and case studies on those companies who have supposedly pursued sustainability management Results of questionnaire surveys showed that those in charge of writing sustainability reports in companies had an extremely high understanding of SO, but were not well aware of ESD. These businesses started to pursue sustainable management due to global trends and decisions of CEOs, and most of them had divisions that took charge of or are responsible for sustainable management Sustainability issues that they mainly dealt with were corporate social responsibility, energy and climate change, but other issues were being covered, too. Internal stakeholders got involved in projects related to sustainability from the planning stage. Learning on sustainable management was primarily made through information delivery, and education programs were usually conducted for staff members and executives. Those who cooperated on their sustainable development projects were mostly local communities, universities, etc. They had few ESD programs that they directly developed and carried out, and few cases of ESD-related cooperation; and in those few cases, their partners were often elementary/middle/high schools and universities. Results of ESD case studies and questionnaire surveys showed that businesses dealt with various issues of sustainable development in addition to corporate social responsibility and diversified education programs were carried out inside these companies, Business themselves, therefore, need to be considered and researched in further detail as important targets of ESD as well as supporters or cooperation partners on ESD programme.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.67-79
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• 2006

Education for Sustainable Development(ESD) is inclined to become popular topics in EE related debates, almost similar to populism, with declaration of UNESCO's Decade OF ESD (DESD). However we can't avoid that development in ESD practically means economic linear progress. Basically UN's declaration is to accomplish worldly task on human civilization, social & environmental problems, including ESSD. ESD is also important means for practicing ESSD, which has proved to be failure since Brutrant Report, owing to uncertain recognition of sustainability which should be something figured out by their surrounding circumstance or the conditions following its community culture, all same around the world. In this circumstance, we need certain identification on ESD globally recognized, no matter with the developing level of economy. But sustainability is usually managed or controlled by economically powered countries, by improving relatively under-development countries's economic conditions for equity. They believe under-development countries's env. problems can't be resolved without securing of economic equity. Under-development countries's economic equity can be come true ? even by another economic super powers. It really means just controlling or management by them. These all controlling process can't secure under-development countries's sustainability. Because it is not something just controlled, characterized as growing up by self-supporting system of ethnic or regional communities. So identification of sustainability in here is , not . Following its identification, we should discuss ESD, and furthermore for real ESD, there is powerful need to change it into ESE (Education for Sustainability & its Economy) to reflect this co-conceptional approach to ESD. And also we need to distinguish the educational contents boundaries among ESD and EE for this. Basically existing EE has been dealing with pollution-oriented or its related social comprehensive subjects, so it seems that EE is not familiar and harmony with ESD contents, however in alternative case I propose in this paper, changing into ESE, it could include almost all of ESD subjects, furthermore practically EE might be same with ESE.

• Knowledge Management Research
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• v.22 no.3
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• pp.217-233
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• 2021

Small business owners are currently greatly affected by the economic downturn caused by COVID-19. It is a study on the expected effect of education on management education of small business owners and the sustainability of the project on the premise that education can increase the self-sustainability of small business owners amid the rapidly changing global economy and consumer sentiment due to COVID-19. The following research results were derived by surveying those who completed management education of the Small Business Market Promotion Foundation. Management education was found to have a positive effect on education expectation effect, and education expectation effect was also found to have a positive effect on sustainability. In addition, management education had a positive effect on the sustainability of the project, and the expected effect of education was mediated between management education and sustainability. These results show that management education has a positive effect on survival and continuous performance in the business of small business owners, and steady efforts to acquire education can be said to be helpful in management activities. As a practical implication, first, since positive education expectations for management education can be seen as affecting the sustainability of the project, it should be possible to increase the expected effect by configuring interest and interest in education when forming management education programs. Second, management education directly affects the maintenance, survival, and sustainability of small business owners, and the knowledge acquired by participating in education helps improve management activities, so you can think of adding the amount and number of educational support. Third, since the sustainability of small business owners also affects the survival of the business, more active promotion of education will be needed so that more small business owners can receive management education.