The use of stories in higher education crosses a number of sustainable development dimensions, including the relationships between humans and the environment, but also for healing and well-being purposes. Although ‘story’ is often used synonymously with the terms ‘narrative’ or ‘narrative inquiry’, others view the notion of ‘story’ as having a special structure and utility (as will be discussed below) (e.g. Gabriel, 2000; Denning, 2011). Moon (2010: i) explains that stories are omnipresent in daily life, and can include “narrative, case study, life history, myth, anecdote, legend, scenario, illustration or example, storytelling and/or critical incident” and can be “‘told’ in many ways – spoken, written, filmed, mimed, acted, presented as cartoons and/or as new media formats”. In relation to sustainable development, Okri (1996) describes the role of the story as being vital to maintaining collective health: "A people are as healthy and confident as the stories they tell themselves. Sick storytellers can make nations sick. Without stories we would go mad”. Similarly, Gersie (1992) argues that storytelling inherently considers our current concerns about the Earth and the future, as it formats our “understanding [of] the many ways in which we value and devalue our beautiful green and blue planet… [the] practical insight into approaches to our most persistent environmental difficulties.” (Gersie, 1992: 1). As such, storytelling in the context of sustainable development is recognised as having a deeply educational function, “passing on accumulated knowledge and traditions of culture” (Stevenson, 2002: 187) in ways which allow for a greater ‘stickiness’ because “stories allow a person to feel, and see, the information, as well as factually understand it … you ‘hear’ the information factually, visually and emotionally” (Neuhauser 1993: 4).