ABSTRACT
Against a background of accelerating worldwide problems of sustainability and ‘planetary boundaries’ (Rockström et al. 2009), it is becoming increasingly important to identify the competencies that university graduates will need if they are to solve the ‘wicked sustainability problems’ (see Fadeeva and Mochizuki 2010). Recent years have seen the development of various ways of modelling sustainability competencies (e.g. de Haan 2006; Barth et al. 2007, de Kraker et al. 2009, Segales et al. 2009, UNECE 2012). Wiek et al. synthesised the various competency models in a reference framework focussed primarily on applying the required competencies operationally in real-life problem-solving processes in the context of sustainable development (Wiek et al. 2011).
