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Purpose
This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability.
Design/methodology/approach
The framework combines mental mapping with exploratory walking. It interweaves mappin...
Context in source publication
Context 1
... activities include drawing and conducting questionnaires to capture five elements that people perceive of their city: paths, edges, districts, nodes and landmarks (Lynch, 1960). All elements have distinctive features and can be analyzed on their own ( Figure 2). Yet, the overall image of the city emerges from their interconnection. ...
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... In short, the results of the study suggest that sensory perception of the natural environment can be worked on in the classroom using quasi-realistic approaches through virtual immersion. This can facilitate the development of systems thinking, and increases the ability to analyze complex systems in different domains at different scales constituting an experiential and action-based learning framework, as described in the studies of Caniglia et al. [72] and Wiek et al. [73,74]. This soundscape and visual-based educational strategy integrates the characteristics described by Lambrechts and Petegem [75]: interactivity, participation, action, and research. ...
The soundscape was used as the basis of the research carried out by the Teaching Faculty of the Universitat de València Spain. The research focused on two aspects: (i) study the relationship between environmental sounds and emotions as a base to promote environmental awareness; and (ii) analyze the usefulness as an educational resource for the development of social and environmental competences of teachers in training. Thus, a didactic sequence was designed using 360º virtual recordings of natural and human landscapes in which participants described sound and visual elements that they associated with a range of emotions. Moreover, participants identified environmental problems and reflected on the usefulness of the sound and visual landscape in the acquisition of social and environmental competences. Both qualitative and quantitative methods were used in this study and 327 teachers participated in the training. The findings show the observation of sound and visual elements can facilitate the understanding of environmental problems. The natural soundscape was associated with positive emotions, while more industrial or urban landscapes were associated with negative emotions. This can affect on people’s well-being. Moreover, the participants had a good perception of the development of their social and environmental competences, and considered that the activity promoted the transfer of knowledge and developed argumentative and critical capacities. This approach offers the opportunity to create learning environments contextualized in the landscape that facilitate the connection of scientific and artistic disciplines from an experiential perspective. It is essential to continue studying and implementing educational strategies that promote the integration of theory and practice.
... It is stated that involving individuals in entrepreneurial processes lead to entrepreneurial experiences which make them learn entrepreneurial practice "by doing" . There are also a growing number of researchers calling for more experience-based learning settings, such as outdoor education, with regard to sustainability skills (Caniglia et al., 2016;Heiskanen et al., 2016). Studies such as the work by Probst et al. (2019) show the positive effects of experiences on sustainability attitudes, skills, and agency underlining the value of transdisciplinarity. ...
As entrepreneurship educators, we typically bring together students in entrepreneurial teams and let them develop and work on their own ideas. Most of the time, their ideas are innovative, interesting, and inspiring. They also increasingly take sustainability into account, still this needs to be fostered systematically. So how could we support these students to tackle global challenges and develop sustainable ideas? To develop more sustainable ideas, entrepreneurship education concepts need to bridge the perspectives of multiple stakeholders. Developing innovation communities within a framework of an open innovation process presents a suitable approach with a possible long-term impact in this regard. The “Sandbox Innovation Process” combines a structured open innovation process while fostering an innovation community enabled to solve regional challenges. Using this workshop concept, participants can experience the “Sandbox Approach” at firsthand and develop comprehensive concepts for their common challenges. This workshop is a starting point to reflect on how researchers and educators in entrepreneurship can become key drivers for developing sustainable solutions. This is supported by a framework that takes contextual constraints into account and reflects on the Sustainable Development Goals.
... It is stated that involving individuals in entrepreneurial processes lead to entrepreneurial experiences which make them learn entrepreneurial practice "by doing" . There are also a growing number of researchers calling for more experience-based learning settings, such as outdoor education, with regard to sustainability skills (Caniglia et al., 2016;Heiskanen et al., 2016). Studies such as the work by Probst et al. (2019) show the positive effects of experiences on sustainability attitudes, skills, and agency underlining the value of transdisciplinarity. ...
Entrepreneurial Education needs to be transformed. Our seminar called Transformational Sustainability Entrepreneurship aims at meeting this need by guiding students to become change agents for tackling the grand societal challenges of our time. In this chapter, we explain the five fundamental aspects in which this seminar is designed for students’ transformational learning experience. The seminar itself is divided into three phases: Understanding, Creative Thinking, and Pitching with an overarching reflection process. We introduce the concept, which we have been using for four years at two different universities, for others to apply and use in their own teaching activities.
... It is stated that involving individuals in entrepreneurial processes lead to entrepreneurial experiences which make them learn entrepreneurial practice "by doing" . There are also a growing number of researchers calling for more experience-based learning settings, such as outdoor education, with regard to sustainability skills (Caniglia et al., 2016;Heiskanen et al., 2016). Studies such as the work by Probst et al. (2019) show the positive effects of experiences on sustainability attitudes, skills, and agency underlining the value of transdisciplinarity. ...
Computer literacy courses provide opportunities for students to develop skills that are essential for lifelong learning. Many educational institutions in developing countries offer compulsory Information and Communication Technology (ICT) courses to help their first-year students develop these skills. Due to factors such as lockdowns imposed as a result of the COVID-19 pandemic, some first-year students may not be able to attend these courses in person. This chapter investigates the suitability of an online environment for teaching a Computer Literacy course to first year students with varied demographics. It takes as a case study the delivery of the Computer Literacy course on the University of Namibia (UNAM) Moodle Learning Management System (LMS) over one semester. The course caters to a diverse student population, some of whom come from marginalized backgrounds and have never used a computer before. Using a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT), the study used a survey to determine the satisfaction of students and lecturers involved with the course. We also conducted semi-structured interviews to get an in-depth understanding of the actual use and level of satisfaction with Moodle. Results indicate that most students do not have access to ICT devices or the software required for the course. Although all students completed the course without any dropouts, the study also found that the students consistently accessed only two features supported by Moodle. The study recommends that all first-time users take an informal Introduction to Online Learning course before starting the Computer Literacy course. It also recommends that the current course be adapted to fit the context of use and to enhance online teaching of Computer Literacy to first-time computer users at UNAM.
... It is stated that involving individuals in entrepreneurial processes lead to entrepreneurial experiences which make them learn entrepreneurial practice "by doing" . There are also a growing number of researchers calling for more experience-based learning settings, such as outdoor education, with regard to sustainability skills (Caniglia et al., 2016;Heiskanen et al., 2016). Studies such as the work by Probst et al. (2019) show the positive effects of experiences on sustainability attitudes, skills, and agency underlining the value of transdisciplinarity. ...
With entrepreneurship education receiving growing attention in research and practice the question arises what exactly entrepreneurship education’s impact is and should be. There is a lack of discussion on what (different kinds of) entrepreneurship education should aim to achieve, and how entrepreneurship education’s success can be captured. In this chapter, we raise the question: What is relevant for generating which kind of entrepreneurial activity? We call for a stronger competence orientation, underline the importance of an entrepreneurship education ecosystem, and carve out the need for future research in these fields.
... It is stated that involving individuals in entrepreneurial processes lead to entrepreneurial experiences which make them learn entrepreneurial practice "by doing" . There are also a growing number of researchers calling for more experience-based learning settings, such as outdoor education, with regard to sustainability skills (Caniglia et al., 2016;Heiskanen et al., 2016). Studies such as the work by Probst et al. (2019) show the positive effects of experiences on sustainability attitudes, skills, and agency underlining the value of transdisciplinarity. ...
Transdisciplinary research projects offer practical learning environments and great opportunities for students and project partners to collaborate. This chapter presents two examples of practical seminars that provide open spaces for collaboration within the ENaQ Project in the Helleheide Urban Living Lab in Oldenburg, Germany. In these seminars, students worked directly with the project partners finding answers to actual research questions from within the project. Based on the reflections from all stakeholders and the takeaways from the seminars’ format, the authors introduce an iterative collaboration process. Transdisciplinary research projects can use it to develop the theory-practice interactions further and create a win-win collaboration in a long-term profit for all parties.
... It is stated that involving individuals in entrepreneurial processes lead to entrepreneurial experiences which make them learn entrepreneurial practice "by doing" . There are also a growing number of researchers calling for more experience-based learning settings, such as outdoor education, with regard to sustainability skills (Caniglia et al., 2016;Heiskanen et al., 2016). Studies such as the work by Probst et al. (2019) show the positive effects of experiences on sustainability attitudes, skills, and agency underlining the value of transdisciplinarity. ...
Recent research has highlighted the ability of entrepreneurs to create sustainable impact and bring about the change required for solving today’s social and environmental challenges. It has also been pointed out that existing entrepreneurship training programs need to be transformed to effectively promote individuals in tackling these challenges and contributing to sustainable development. To address this matter, I developed a training course on sustainable entrepreneurship that builds on an action-oriented entrepreneurship training program (Student Training for Entrepreneurial Promotion (STEP)), which has been shown to increase short- and long-term entrepreneurial actions among students in various contexts. I integrated sustainability as a crosscutting theme into the training program to empower individuals to identify sustainable business opportunities and manage the increasing complexity of sustainable ventures. Pilot studies in Uganda and South Africa show promising results, indicating that STEP Sustainability (STEP S) can increase students’ sustainability-oriented and entrepreneurial mindsets.
... It is stated that involving individuals in entrepreneurial processes lead to entrepreneurial experiences which make them learn entrepreneurial practice "by doing" . There are also a growing number of researchers calling for more experience-based learning settings, such as outdoor education, with regard to sustainability skills (Caniglia et al., 2016;Heiskanen et al., 2016). Studies such as the work by Probst et al. (2019) show the positive effects of experiences on sustainability attitudes, skills, and agency underlining the value of transdisciplinarity. ...
Several factors contribute to the alarmingly high youth unemployment rate in South Africa. Barriers such as lack of access to education and practical work experience reflect these statistics and the socio-economic implications of graduate unemployment. This qualitative case study investigated the perceptions of engineering students' academic resilience in the context of higher education by using a youth development approach. Semi-structured interviews were conducted online via Zoom with a sample consisting of 10 participants (aged 22–28 years), namely four Civil engineering students, four Electrical engineering students, and two Industrial engineering students. Six students were South African, whilst the remaining four were international students. Seven participants self-identified as male and three as female. Findings are discussed in terms of the three themes which emerged from the thematic analysis: (a) personal character strengths; (b) access to guidance, resources, and information and (c) a sense of belonging and social connection. This study focused on engineering education and developed a new interdisciplinary understanding of how entrepreneurship education may contribute to engineering students' academic resilience as a packaged support system that speaks to their psychosocial, educational and economic needs.
... It is stated that involving individuals in entrepreneurial processes lead to entrepreneurial experiences which make them learn entrepreneurial practice "by doing" . There are also a growing number of researchers calling for more experience-based learning settings, such as outdoor education, with regard to sustainability skills (Caniglia et al., 2016;Heiskanen et al., 2016). Studies such as the work by Probst et al. (2019) show the positive effects of experiences on sustainability attitudes, skills, and agency underlining the value of transdisciplinarity. ...
Service learning describes an increasingly established form of teaching and learning at universities combining academic learning with real-world problem solving. While traditional approaches work within existing social systems and, in the worst case, reproduce and perpetuate social problems, critical and transformative approaches aim at systemic changes in social practice, while showing their potential to address sustainability entrepreneurial competences that are key for (future) agents of transformation. This understanding of service learning challenges students and lecturers, and requires a structured, well-thought-out pathway. Our chapter introduces transformative service learning as a promising approach for entrepreneurship (oriented) education. The argumentation for it is competence-oriented while focusing on the abilities that can promote sustainable development. In addition, the chapter addresses the role of the lecturer, which to date has been rarely and very unsystematically examined. The paper also proposes the specific service learning IOOI tool that aims to support lecturers, especially in the early stages of service learning courses, and help streamline programs.
... It is stated that involving individuals in entrepreneurial processes lead to entrepreneurial experiences which make them learn entrepreneurial practice "by doing" . There are also a growing number of researchers calling for more experience-based learning settings, such as outdoor education, with regard to sustainability skills (Caniglia et al., 2016;Heiskanen et al., 2016). Studies such as the work by Probst et al. (2019) show the positive effects of experiences on sustainability attitudes, skills, and agency underlining the value of transdisciplinarity. ...
The purpose of this paper is to serve as a practical guide to assist South African teachers in introducing coding and robotics to their learners. The main challenges that are faced are the lack of resources (computer laboratories) as well as trained teachers. The paper investigates the importance of introducing learners not only to coding, but also to computational thinking. As a way to empower teachers resources that could assist in this process are discussed. Furthermore, actual activities and exercises are introduced. The coding app TANKS is introduced as a powerful unplugged tool to introduce coding and computational thinking without the need for computers.
