Education for sustainability (EfS) is emerging as an urgent imperative and challenge for higher education. But what exactly does it mean to put sustainability into higher education? How do we bring sustainability themes into university curriculum, across the enormous diversity of academic disciplines? This paper describes the experience of teaching a large ‘stand‐alone’ EfS subject which sits within the professional contexts of the large first‐year cohort undertaking it. We describe the themes, architecture and approach to sustainability education taken in this course and evaluate the learning and assessment activities offered to students. We conclude with reflections on the student experience and feedback, which suggests that while academics build towards a deeply embedded sustainability ethic in higher education, specialist parallel courses have a valuable role to play in the transition to sustainable futures.

Academic and disciplinary modes of identity are arguably the constituent elements of scholarly cultures (Hall 2002 Hall, D. 2002. The academic self: An owner’s manual, Columbus: Ohio State University Press. [Google Scholar] ; Shulman 2004 Shulman, L. 2004. The wisdom of practice: Essays on teaching, learning and learning to teach, San Francisco: Jossey Bass. [Google Scholar] ). Such elements are a crucial ‘point of entry’ for change projects. Many change projects inherently involve the imposition of constraints and demands for change on academics. This paper seeks to explore the implications of constructed academic identity for change projects with a focus on education for sustainability. How does the personal sense of the role of academic contribute to the cultural challenge we face in seeking to implement change projects (for sustainability) in higher education?

This paper captures the breadth of complexity in the debate about ‘green jobs’ as the world seeks to transition to a ‘low carbon economy’ and to reduce greenhouse gas emissions through the reduction of reliance for energy on the burning of fossil fuels. A consideration is provided within both the Australian and international contexts of the current assertions and projections regarding green jobs, their definition and location in the economy. The substantive focus of the paper is on the development of these notions in the Australian context. We consider the understanding brought to the term and explore some of the intersections for vocational employment and training which have emerged in debate about the ways in which nations will manage the carbon pollution reduction imperative. We explore the ways forward for a coherent understanding of the need to build capacity for green jobs.

(2014). Remaking metropolis: global challenges of the urban landscape. Australian Planner: Vol. 51, No. 3, pp. 283-284.