> The initiative
The GITS unit was derived from a unit initially developed and implemented in a French University for a multi-national cohort of graduate students.
Phase One: This unit was run in France six times, by the developer and facilitator Dr Theodora Issa. The development and implementation of this course (unit) faced several challenges. Following a telephone discussion with the International Affairs Personnel at the Business School in France, a subsequent face-to-face discussion with one of the professors who developed the unit in 2009 for a French university, and several exchanges of correspondence and telephone calls, the GITS unit was developed for Curtin University in Australia. The original course had been designed for and delivered to a multi-national cohort of students enrolled at a French Business School, which added to the complexity of the material to be covered. The diverse landscape (French partner, Australian developer and facilitator, and students from different parts of the world) provided a complex road map for the course’s (unit) development and facilitation. Nonetheless, through technology and perseverance from all stakeholders, it became easier to liaise and communicate throughout.
Phase Two: Upon the success of this unit, the Head of School at Curtin approached Theodora and Dr Tomayess Issa, asking them to adapt the contents of this unit for students with an IT background. Subsequently they jointly developed and implemented this unit. Later, Theodora handed over the responsibilities to Tomayess, but continues to advise on the unit, and occasionally is a guest speaker in GITS classes.
The GITS unit encourages students to examine and analyse issues related to Green IT and sustainability models, and the development and establishment of a new, sustainable strategy for Information Technology (IT). The GITS unit is aligned directly with the UN Sustainable Development Goals 7, 9 and 12 which are intended to create innovative sustainable technology, recycle, and reduce waste, save raw materials for future generations, and use clean and efficient energy. Lecturers took special care to ensure that the Unit Learning Outcomes were directly related to the goals of increasing students’ awareness of sustainability and environmental issues via the assessment tasks described on P.4 under procurement practices.