ABSTRACT
Despite decades of calls to respond to environmental issues within higher education, particularly related to climate change, highly regulated disciplines such as engineering have been relatively slow to incorporate sustainability knowledge and skill areas, and are generally poorly prepared to do so. If this process is left to a ‘business as usual’ approach it could take another two decades for sustainability to be embedded within the curriculum, clearly beyond many scientific calls for action and emerging government and industry targets. Responding to this dilemma, this chapter provides a platform for taking a whole of institution approach to curriculum renewal where knowledge and skills are embedded across higher education institutions. At the heart of this approach is the curriculum renewal strategy (described further in Chapter 5) that can facilitate a collaborative and timely transition.
