Abstract Describing the research undertaken by the author in 2013. It describes the methods employed in this research, the institutions visited and the results obtained. The chapter in particular addresses the discussions that the author had with university teachers and with those who support them in each university visited. It describes the constructivist-grounded theory research approach adopted and discusses the importance of coding in grounded theory research. The results provided are described as the constituent themes of a grounded theory for sustainability education, essentially an integrated set of conceptual hypotheses developed from empirical data. The themes emphasise the roles of three sections of university people: university teachers, academic developers and university administrators.
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