Douglas, Lorna2011-04-142022-10-262011-04-142022-10-2620022002https://ir.wgtn.ac.nz/handle/123456789/24001This study produced a framework for evaluating tertiary level environmental education courses, which was piloted in an evaluation of the MENVST programme at Victoria University. The framework combined summative and psychological evaluation and was thus designed to be undertaken with stakeholder participation, with an aim of increasing awareness and motivation with the stakeholders. It was also designed to be adaptive to different situations. The evaluation framework was based on the assumption that inclusion and active teaching of the key environmental education principles identified, would promote behaviours consistent with a path towards sustainability. This assumption was informed by the tenet of critical theory, that a new paradigm is needed to shift the underlying values of our society. Methodology included both qualitative and quantitative analysis and was based on the evaluation framework described by Sanders & Cunningham (1973). The adapted framework was found to be useful, although some changes were recommended. Rating mechanisms to allow complementary use of data from both the literature review and stakeholder participation is recommended in future. Future use of the framework should also include participation of other stakeholders, such as students. The MENVST evaluation showed a need for further work on implementing those principles most directly associated with a transformative education for sustainability. Some useful ideas came out of the interviews regarding methods for implementation of these principles, so communication of those ideas is a priority. Stakeholder participation was seen to be an important pan of the reflective process. The study achieved its aim of raising awareness of participants and has provided ideas for further development of the MENVST programme and the evaluation framework itself.pdfen-NZEnvironmental educationEnvironmental managementSustainible developmentText