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Higher Education plays an influential role in societal transformation towards sustainability. An understanding of the application of sustainability learning from degree programs in a graduate's professional practice can serve as an important feedback loop for developing and advancing sustainability in higher education. A knowledge gap exists between graduate learning outcomes and employability skills, with little exploration of the methods to collect evidence of such relationships. This paper presents the results of a study to measure the uptake and application of sustainability attributes by graduates, post degree-completion. The study developed and trialled a graduate attribute assessment tool informed by the Theory of Planned Behaviour (TPB). The results demonstrate that the graduates sampled understood what was required for them to act sustainably and showed preparedness to act appropriately. However, these actions were moderated by the influence of key stakeholders and work-place contexts. [ABSTRACT FROM AUTHOR]

This paper is concerned with the twinning of sustainability with priorities of economic neoliberalization in education, and in particular via the mobility or diffusion of education policy. We discuss the literature on policy mobility as well as overview concerns regarding neoliberalism and education. The paper brings these analyses to bear in considering the uptake of sustainability in education policy. We ask to what extent sustainability as a vehicular idea may be twinning with processes of neoliberalization in education policy in ways that may undermine aspirations of, and action on, environmental sustainability. Toward the end of the paper, we draw on data from an empirical study to help elucidate how the analytic frames of policy mobility can inform our analyses of the potential concerns and possibilities of sustainability as a vehicular idea. In particular, we investigate how sustainability and related language have been adopted in the policies of Canadian post-secondary education institutions over time. The paper closes by suggesting the potential implications of the proceeding analyses for policymakers, practitioners, and researchers concerned with sustainability in education policy. [ABSTRACT FROM AUTHOR]

The development of university wide graduate attributes has become an important mechanism for setting generic learning outcomes across higher education institutions. Many universities around the world have developed sets of graduate attributes that they aim to develop through degree programs. Sustainability related attributes have been included in numerous university attribute statements, however, little research exists on methods that can be used to capture data on the application and use of these attributes by graduates. This paper evaluates an assessment tool, based on a scenario/vignette question design, which can be used to capture data on graduate attributes in context and has the potential to be used across a large graduate population which would enable comparative research of learning outcomes to be undertaken. An evaluation of the usefulness of the scenario/vignette design will be presented based on a pilot of the question design with a sample of RMIT University graduates. The results of the pilot show that scenario/vignettes address some of the limitations of existing self-assessment methods and represent a novel way to collect data on graduate sustainability attributes post-degree completion. [ABSTRACT FROM PUBLISHER]