Bridging the gap: a case study of a partnership approach to skills development through student engagement in Bristol’s Green Capital year

Martin Bigg, Ian Brooks, William Clayton, Jamie Darwen, Georgina Gough, Fiona Hyland, James Longhurst, Ash Tierney, Hannah M Tweddell, Amy Walsh, Chris Willmore

Research output: Contribution to journalArticle (Academic Journal)

3 Citations (Scopus)
250 Downloads (Pure)

Abstract

HEIs are well placed to engage with local communities, and can connect students with organisations through several pathways, such as volunteering opportunities, placements, internships, or projects. The University of the West of England, Bristol (UWE), the University of Bristol and their respective Students’ Unions have been working in partnership with the city and local communities, using HEFCE Catalyst funding to promote student involvement in sustainability activity during Bristol’s year as European Green Capital. The Green Capital Student Capital project has created a broad programme of citywide impact through mobilising the enthusiasm of the city’s student body. It delivered a wide-ranging programme of engagement in city sustainability and in so doing developed skills, knowledge and attributes in the student body that support the development of graduate attributes and a more sustainable lifestyle. The project demonstrates how institutions can collaborate across cities and communities to have internal and external impacts for sustainability.
Original languageEnglish
Pages (from-to)417-428
Number of pages12
JournalHigher Education Pedagogies
Volume3
Issue number1
Early online date24 Sep 2018
DOIs
Publication statusPublished - 2018

Keywords

  • Partnership
  • Green Capital
  • Bristol
  • engagement
  • students
  • change agents

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    Bigg, M., Brooks, I., Clayton, W., Darwen, J., Gough, G., Hyland, F., Longhurst, J., Tierney, A., Tweddell, H. M., Walsh, A., & Willmore, C. (2018). Bridging the gap: a case study of a partnership approach to skills development through student engagement in Bristol’s Green Capital year. Higher Education Pedagogies, 3(1), 417-428. https://doi.org/10.1080/23752696.2018.1499419