ABSTRACT
Curriculum change for sustainability has been slow to happen in university contexts with few accounts of wholesale reformation or transformation reported (Holdsworth et al. 2006; Wals 2014). As Wals (2014: 11) points out ‘despite the early signs of a transition in some parts of the academic community, sustainability by and large is still largely external to the student, academic faculty member and administrator within higher education’. Ferrer-Balas et al. (2008: 298) conclude that ‘while there are undoubtedly some universities that are already on their way to embodying some of these ideals [of a sustainable institution], achieving change at the majority of universities around the world will require tremendous effort’.
