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Integrating research and teaching on innovation for sustainable development
International Journal of Sustainability in Higher Education
Abstract
Purpose
The purpose of this paper is to point out the necessity of implementing more appropriate approaches instead of the traditional single disciplinary approaches, in order to be able to cope with the ill‐defined, highly complex problem of sustainable development in systems such as organizations or regions.
Design/methodology/approach
Based on empirical data concerning expert and stakeholder preferences, it is argued that research and teaching on innovation for sustainability need to be both inter‐ and transdisciplinary.
Findings
Here, the approach of transdisciplinary case studies, developed at the Swiss Federal Institute of Technology (ETH) in Zurich, allows appropriate integration of research and teaching activities and thus leads to mutual learning between the case study actors.
Practical implications
In the second part of the paper, these conceptual considerations are illustrated with the so‐called Erzherzog Johann case study, an integrative research and teaching project at the University of Graz.
Originality/value
In the paper the very complex task to integrate research and teaching on sustainability‐related innovation is described and illustrated with the first transdisciplinary case‐study conducted in Austria according to the ETH approach.
... An organizational process includes setting the objectives of university reforms, conducting reform activities and involving stakeholders in the reforms and missions of universities. The new roles are introduced in European university reforms through setting reform objectives, for example, to promote sustainable development (Posch and Steiner, 2006;Beringer, 2007), enhance graduate employability (Sin and Amaral, 2017), foster community engagement (Rinaldi et al., 2018) and advocate equity and social justice (Capano and Pritoni, 2019). To realize the reforms, universities have taken several actions, including curriculum reviews (Sin and Amaral, 2017), the establishment of new degree programmes (Lehmann and Fryd, 2008), the development of new indicators for assessing universities' societal engagement (Beringer, 2007) and changes in universities' missions (Krücken, 2014), and adopting interdisciplinary approaches to integrate teaching and research missions for societal engagement (Posch and Steiner, 2006). ...
... The new roles are introduced in European university reforms through setting reform objectives, for example, to promote sustainable development (Posch and Steiner, 2006;Beringer, 2007), enhance graduate employability (Sin and Amaral, 2017), foster community engagement (Rinaldi et al., 2018) and advocate equity and social justice (Capano and Pritoni, 2019). To realize the reforms, universities have taken several actions, including curriculum reviews (Sin and Amaral, 2017), the establishment of new degree programmes (Lehmann and Fryd, 2008), the development of new indicators for assessing universities' societal engagement (Beringer, 2007) and changes in universities' missions (Krücken, 2014), and adopting interdisciplinary approaches to integrate teaching and research missions for societal engagement (Posch and Steiner, 2006). Thus, the transition from an entrepreneurial university to an SEU has been reflected in the transformations of all three missions of universities. ...
... Sources Governments of different levels (Vakkuri, 2004;Posch and Steiner, 2006;Deem et al., 2008;Lehmann and Fryd, 2008;Westnes et al., 2009;Musial, 2010;de Freitas et al., 2014;Krücken, 2014;Donina et al., 2015;Küçüksayraç et al., 2017;Ratajczyk et al., 2017;Rinaldi et al., 2018;Capano and Pritoni, 2019;Purcell et al., 2019;Takala and Korhonen-Yrjänheikki, 2019) Business or industrial organizations (Intrachooto and Arons, 2002;Lehmann and Fryd, 2008;Westnes et al., 2009;Musial, 2010;de Freitas et al., 2014;Rosa and Teixeira, 2014;Küçüksayraç et al., 2017;Ratajczyk et al., 2017;Rinaldi et al., 2018;Purcell et al., 2019) NGOs, churches, community leaders, hospitals (Posch and Steiner, 2006;Lehmann and Fryd, 2008;Musial, 2010;Rosa and Teixeira, 2014;Mulà et al., 2017;Ratajczyk et al., 2017;Rinaldi et al., 2018;Purcell et al., 2019) Students (Posch and Steiner, 2006;Purcell et al., 2019) Alumni (Musial, 2010) Other universities (Deem et al., 2008Lehmann and Fryd, 2008) International organizations (Lehmann and Fryd, 2008;Küçüksayraç et al., 2017;Mulà et al., 2017) Employers of graduates (Musial, 2010;Sin and Amaral, 2017) Academics (Intrachooto and Arons, 2002;Ahola, 2006;Posch and Steiner, 2006;Lehmann and Fryd, 2008;Purcell et al., 2019) In complicated organizational processes, a variety of tensions are observed. The core of these tensions lies in the challenges of integrating the three missions of the universities. ...
Both the transformation from innovation systems to innovation ecosystems and university reforms in such a context require a renewed understanding of the nature of universities and their roles in society. While the recent flourishing concepts about new models of universities suggest that the notion of an entrepreneurial university needs to be replaced by a more suitable concept to capture the unprecedented changes in universities in the societal transformation, the features of a new model of university described by these concepts can hardly fit into a consistent framework. This paper responds to this research gap by integrating both conceptual and empirical literature about the transformations or reforms of universities, mainly in the European context. Our major research findings are as follows. First, we identified characteristics of an ideal-type university in innovation ecosystems, named a sustainable entrepreneurial university (SEU), in comparison with those of an entrepreneurial university. Second, we elaborated on three emerging roles of the SEU in innovation ecosystems. Third, we found that while a transition from entrepreneurial universities to SEUs can be seen in European university reforms, the paces of the transformations vary. At the end of the paper, we discuss the scholarly and policy implications of our research findings.
... Because the dilemmas are inherently complex and cross-disciplinary, they require collaboration among multidisciplinary teams. Moreover, the dynamic social and ecological environment creates a situation in which the environmental activists must navigate their work in a reality where uncertainty is a significant component (Posch and Steiner, 2006;Tidball and Krasny, 2011). Ḳ einy (2004) termed the perception of one's self as part of the environment ecological thinking. ...
... Action research enables the students to experience environmental citizenship, to empower them and develop their reflective and critical thinkingskills essential for leading social and environmental change (Duenkel and Pratt, 2013;Flood et al., 2013;Stapp, 1996). Because of the inherent bond between research and leading social change, which characterizes action research, using this methodology in an environmental citizenship course may address the dichotomy between theory and action (Bacon et al., 2013;Hutson, 2013;Posch and Steiner, 2006). ...
... This is also in line with Lewin's successors in the systemic action research approach (Burns and Worsley, 2015), and researchers dealing with ecological-thinking as a basis for environmental citizenship (Berkowitz et al., 2005;Duenkel and Pratt, 2013;Ḳeiny, 2004). The results also show an important change in the students' conception of action as coupled to theoryan essential paradigmatic transformation that often occurs following experience in action research (Avriel-Avni, 2016;Flood et al., 2013;Ḳeiny, 2004;Posch and Steiner, 2006;Warburton, 2003). ...
... In part, the popularity of TD stems from the fact that integrating real-world problems into teaching enhances the students' ability to systematically understand interlinked social, economic, and environmental factors, encouraging them to use different modes of thinking [9]. Here, learning processes serve as conceptual links between research and teaching, allowing the identification of innovative solutions that support a sustainable future development [3,12]. Furthermore, learning in TD approaches focusses on the mutual exchange rather than traditional, individualized learning of case agents [6], and the co-construction of knowledge and participation are important concepts therein [13]. ...
... The problem must be both ill-defined and allow interactions between learning agents, such that a demand for learning is triggered. In such situations, TCS can elicit the so-called 'pull-concept for mutual learning' [12]. While linear learning concepts (i.e., learning in mono-and interdisciplinary settings) are based on the assumption that learning takes place at three hierarchical levels (i.e., knowing, understanding, applying), the pull-concept for mutual learning is based on the assumption that learning (i.e., learning in TD settings) occurs as a result of an ill-defined problem. ...
... ] students become intrinsically motivated and themselves wish to gather knowledge as a tool for problem solving [ . . . ]" [12] (p. 283-284). ...
Project-based learning (PBL) has been thoroughly integrated in university sustainable development curricula, but has not been well-established in curricula used at pre-university educational levels. Integrating real-world settings into the teaching of secondary school students can help to promote problem-solving skills and competencies at younger ages, which is a crucial task in sustainability education. Therefore, in this article we describe the results of a case study on the development of sustainable food products that involved a university and two secondary schools in Austria. The methods used in this case study were drawn from the transdisciplinary case study (TCS) and the PBL literature. Data were collected by carrying out participatory research methods such as photovoice, focus group discussions, food diaries, student evaluations, and surveys. We divided the study design into three phases: (1) exploration, (2) product ideation, and (3) product prototyping and optimisation. The case study illustrates that the use of PBL research approaches by students at different levels of education provides promising results, if the research process is clearly structured and managed. When a demand for learning is encountered by students, secondary school teachers and university researchers must provide the students with additional sources of information. The establishment and management of a transinstitutional research setting is a promising, yet time-consuming endeavour.
... According to Fuertes-Camacho et al. [13], sustainability competencies are the basic skills that lead people to adopt a balanced lifestyle in terms of economic growth, respect for the environment, and social justice. Moreover, under the conditions of globalization and the continuous development of society, higher education institutions should function as places for the research and learning of sustainable development [14] by replacing the traditional curriculum with a modern one, oriented towards the development of competencies that could ensure the sustainability of universities. Regarding this necessity, nowadays, there is considerable progress in the inclusion of sustainable development in the curricula of higher education institutions [15]. ...
... From the analysis of the specialized literature, it can be concluded that, in the current context of globalization and sustainability in higher education, it is necessary for universities to provide a complex education [18,45] that does not only focus on the transmission of technical abilities, but also on adapting educational offers to the needs of the labor market [8] and training students with a range of specific skills [14,16,24] to help them in different professional fields. ...
... Cont1-The correlation between the study discipline and the profile you are studying Cont2-The relevance of the study disciplines Cont3-Structure of the disciplines of study in a logical sequence Cont4-The compatibility between what you study in the course and what you study in the seminar Cont5-The clear presentation of the assessment requirements in the first courses [14,19,21,36,43,44] Teaching staff (TSt) ...
The purpose of this paper was to provide empirical evidence of the impact of quality assurance in higher education on two relevant higher education outcomes; students’ knowledge, skills, and competencies; and their employability. Survey data were collected from two major Romanian public universities and analyzed using a partial least-squares structural equations modeling (PLS-SEM) technique. The main results suggested that students’ competencies were positively and directly influenced by the quality of the educational process, as well as the practical and research activities. The students’ chances of employment in the labor market were positively and directly influenced only by the quality of the educational process and by the research activities. Indirect influences were also revealed. The findings of the study may be shown to have theoretical implications by proposing a model that links the features of quality management in higher education institutions with students’ competencies and chances of employment in the labor market. From a practical perspective, the results may be of interest to higher education policy makers, to evaluation and accreditation institutions, to universities, and also to students.
... Because the dilemmas are inherently complex and cross-disciplinary, they require collaboration among multidisciplinary teams. Moreover, the dynamic social and ecological environment creates a situation in which the environmental activists must navigate their work in a reality where uncertainty is a significant component (Posch and Steiner, 2006;Tidball and Krasny, 2011). ...
... Action research enables the students to experience environmental citizenship, to empower them and develop their reflective and critical thinkingskills essential for leading social and environmental change (Duenkel and Pratt, 2013;Flood et al., 2013;Stapp, 1996). Because of the inherent bond between research and leading social change, which characterizes action research, using this methodology in an environmental citizenship course may address the dichotomy between theory and action (Bacon et al., 2013;Hutson, 2013;Posch and Steiner, 2006). ...
... This is also in line with Lewin's successors in the systemic action research approach (Burns and Worsley, 2015), and researchers dealing with ecological-thinking as a basis for environmental citizenship (Berkowitz et al., 2005;Duenkel and Pratt, 2013;Ḳeiny, 2004). The results also show an important change in the students' conception of action as coupled to theoryan essential paradigmatic transformation that often occurs following experience in action research (Avriel-Avni, 2016;Flood et al., 2013;Ḳeiny, 2004;Posch and Steiner, 2006;Warburton, 2003). ...
Purpose
Students' simplistic observations and uninspired solutions for social-ecological dilemmas were the motivation for this study. The purpose of this paper is to foster systemic thinking in students and study the role of the lecturers.
Design/methodology/approach
The research was designed as a self-study action-research (AR), which was carried out by the lecturers of an environmental citizenship course in a teachers' college. The paper describes three AR circuits, expressed in three stages of field mapping by students: group mapping at the beginning of the course, initial individual field mapping and field mapping prior to action design.
Findings
Analyzing the maps after each stage allowed for design modifications. The findings indicate that field mapping helped students better understand the complexity of a social-ecological system and their role within it. Lecturers were required to maintain a delicate balance between teaching and supporting the students' first-hand experience as environmental citizens.
Research limitations/implications
The study's conclusions are based on a case study and are therefore presented dialectically rather than as global generalizations.
Practical implications
Mapping the field of action can serve as a powerful tool in fostering a system approach to environmental citizenship in many educational settings.
Originality/value
The paper presents the use of Kurt Lewin's field theory for environmental education and for fostering environmental citizenship based on systemic and ecological thinking. The diversity of students' conceptualizations of the complexity of a social-ecological system, as revealed in this study, calls for further research of field-mapping as a teaching method.
... Given the diverse background of the individuals interested in contributing to addressing both digitalization and sustainability challengesand who are thus in need of education and training in suitable competences to master them -learners' cognitive, emotional, and motivational capabilities under specific social, cultural, economic, and technological environmental conditions have to be taken into account and have to factor prominently in any curricular design. This in turn requires appropriately trained teachers (respectively coaches) with less of a focus on simple knowledge transfer but instead on learner centered competency building, sensitive to the intersectional situatedness of their students (e.g., such as by transdisciplinary case study approaches (Kubisch et al., 2021;Posch & Scholz, 2006;Posch & Steiner, 2006;Steiner & Laws, 2006) . ...
... Unlike the so-called pull-concept for mutual learning (Posch & Steiner, 2006) that first provides input and then confronts students with interactions between societal stakeholders, the experience-based learning framework offers students the opportunity to explore and experience sustainability issues in the real world, without prior sustainability knowledge or commitment. To this purpose students were allowed to build an experiential image of urban spaces through the aforementioned mental mapping and exploratory walking techniques. ...
Educational measures in line with challenges related to increasing complexity need to go beyond traditional educational means and require the integration of the basic competences of systems thinking and complexity understanding. In addition, the chapter argues for a transdisciplinary approach, based on knowledge integration across disciplines and between science and practice together with supporting communication patterns and strategies. In order to train current and future generations for this kind of transition process, with the aim of making this emergent digital environment ecologically and socially sustainable, we must consequently adopt digital literacy as well as complexity understanding and systems thinking in sustainability education more consistently.
... To teach sustainability, students go beyond just knowing and understanding materials to learning levels where they need to apply information to complex problems and ultimately assess the sustainability of decision making. Must be (Posch & Steiner, 2006). In essence, students are not users of knowledge, but creators of knowledge. ...
... The results concluded that the fourth goal of sustainable development, which is related to the educational process itself, came in the first rank, and in the second rank came the goals (5.8), which are related to the aspect and the economic role, as well as providing job opportunities for both genders through hotel education, while the second dimension came in the third rank, which is It is related to hotel education and its role in providing a high nutritional health condition and eliminating hunger. As for the fourth rank, the dimensions (6.7) came and it relates to the role of hotel education and its relationship to clean sustainable energy as well as water , On the other hand, opinions were negative towards achieving the goals (12,17) for sustainable ...
... This aspect plays a crucial role in supporting interdisciplinary work. One requirement for interdisciplinarity is an abundance of disciplinary knowledge (Posch et al., 2006). This knowledge is created and used by scientists who have different approaches to theories and use different kinds of methods (Brown et al., 2015). ...
... Therefore, it is difficult, if not impossible, for scientists from one discipline alone to solve these issues. Hence, interdisciplinary collaboration is needed that incorporates a variety of competences (Annan-Diab and Molinari, 2017;Brown et al., 2015;Posch et al., 2006). Such interdisciplinary collaborations can lead to multi-method approaches that make use of the advantages of more than one method while compensating for their disadvantages thus increasing robustness of results (MacLeod and Nagatsu, 2018). ...
The interlinked character of the 2030 Agenda poses both a challenge and an opportunity in terms of coherent policy making. Accordingly, different methods have been used in approaching the interactions between SDG entities (goals, targets, indicators, policies, external entities) in several recent publications.
In this paper, we provide a review and assessment of methods used for analysing SDG entity interactions. Specifically, we assess the suitability of these methods for addressing policy coherence at different levels and from different perspectives.
A total of 30 methods are categorised into argumentative, literature, linguistic, simulation, statistical, and other quantitative methods and are examined with expert elicitation applying a range of criteria on the basis of the following factors: the ability to give detailed information about effects between SDG entities, practicability, sensitivity to interdisciplinarity, and collaboration and systems thinking.
No single method, category, or research tradition (i.e. quantitative or qualitative) can be regarded as the most suitable for analysing SDG entity interactions. Quantitative methods (i.e. statistical, simulation, and other quantitative) are most frequently applied in the scientific context, although assessment results suggest that argumentative methods are particularly useful for obtaining information about effects while enabling interdisciplinarity and collaboration. In contrast, literature, linguistic, and quantitative methods can not be used to process different kinds of information. However, regarding the effort required, quantitative methods (except simulation methods) seem to require fewer resources. Although argumentative methods are evaluated best overall in our assessment, different implementation contexts and the importance assigned to the criteria may justify the application of most other methods as well.
... Steiner and Laws (2006) compared the case studies at Harvard with that of ETH and found Harvard approach focuses on bridging the theory and practice within the classroom, while the ETH approach goes a step further by involving students in a real-world context where they carry out an investigation with the real-world stakeholders. Transdisciplinary case studies, unlike the other case studies, provide students with the opportunity to collect data from the stakeholders who are part of the problem, facilitating mutual learning, enabling students to construct their own understanding and knowledge of the problem at hand (Posch and Steiner, 2006;Steiner and Laws, 2006;Stauffacher et al., 2006). ...
... Montiel et al. (2018);Sengupta et al. (2017);Hedden et al. (2017);Sivapalan et al. (2016);Barthes et al. (2013);Blizzard et al. (2012);Biswas (2012);Borin and Metcalf (2010);Bridges and Wilhelm (2008);Posch and Steiner (2006);Steiner and Laws (2006);Stauffacher et al. (2006);Azapagic et al. (2005) 2.Project/problem based learningKricsfalusy et al. (2018); Fini et al. (2018); Fitzpatrick (2017); Singer-Brodowski (2017); Leal Filho et al. (2016); Wiek et al. (2014); El-adaway et al. (2014); Mostafavi et al. (2013); MacVaugh and Norton (2012); Bacon et al. (2011); Hallinger and Lu (2011); Lehmann et al. (2008); Chau (2007); Morris et al. (2007); Hansen and Lehmann (2006); Stauffacher et al. (2006); Paten et al. (2005) 3. Service-learning Albareda-Tiana et al. (2018); Wang et al. (2018); Kricsfalusy et al. (2018); Martin (2015); El-adaway et al. (2014); Boland (2014); Hallinger and Lu (2011); Stuteville and Ikerd (2009); Steiner and Watson (2006) 4. Enquiry based learning Kalsoom and khanam (2017); Pretorius et al. (2016); Laxman (2013); Aditomo et al. (2013); Glassey and Haile (2012); Blasco (2012); Dewoolkar et al. (2009); Ellis and Weekes (2008); Murray and Murray (2007) 5. Internship Rodriguez-Andara et al. (2018); Rios et al. (2018); Brundiers et al. (2010); Domask (2007) 6. Role play Björnberg et al. (2015); Gordon and Thomas (2018); Shephard (2008) 7. Aesthetics methods-drama, movies, paintings, etc. Österlind (2018); Keles (2015); Ivanaj et al. (2014); Clemens and Hamakawa (2010) 8. Site visits/field work/place-based learning Kim et al. (2018); Ting and Cheng (2017); Hull et al. (2016); Björnberg et al. (2015) 9. International trip Berdanier et al. (2018); Cusick (2009) 10. Educational games Mercer et al. (2017); Roth et al. (2015) 11. e-learning Jääskelä et al. (2017); Altomonte et al. (2016); Zhan et al. (2015); Caird et al. (2015); Diamond and Irwin (2013) 12. Textbooks/journals Larkins et al. (2018); Landrum and Ohsowski (2017); Borin and Metcalf (2010); Bridges and Wilhelm (2008) 13. ...
Purpose
The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs.
Design/methodology/approach
The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications.
Findings
This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance.
Practical implications
The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses.
Originality/value
The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.
... Seeking information relating to university involvement towards sustainability and innovation, we asked whether the university promotes awareness-raising activities and assists with distributing information and advice. The majority of respondents (79%) strongly agree or agree with this statement, which may contribute to the innovation and sustainability at the universities, which may happen through varied approaches, including the use of social media [52] and research and teaching in interand transdisciplinary approaches [53]. Figure 3 presents all answers for this question. ...
... Seeking information relating to university involvement towards sustainability and innovation, we asked whether the university promotes awareness-raising activities and assists with distributing information and advice. The majority of respondents (79%) strongly agree or agree with this statement, which may contribute to the innovation and sustainability at the universities, which may happen through varied approaches, including the use of social media [52] and research and teaching in inter-and transdisciplinary approaches [53]. Figure 3 presents all answers for this question. ...
Innovation is known to be an important and influential factor in fostering sustainable development. Yet, there is a paucity of literature on the extent to which universities are successfully implementing innovation in this field. This paper addresses this gap, by examining the role of innovation in the field of environmental sustainability in universities, and by reporting on the results of an international study, in which examples of successful experiences and good practice were identified. The paper outlines the lessons learned from such examples, with the aim of motivating other universities to engage in this rapidly growing field.
... Teachers must be able to provide learning, namely directing students to become mature and responsible human beings so that all aspects of the human self can continue to develop (Zainuddin et al., 2020). A direct effect that can be received from the world of education is increasingly broader knowledge (Posch & Steiner, 2006). Education provides a very important lesson for humans regarding the world around them, can develop a perspective in looking at life (Freel & de Jong, 2009). ...
The objective of this study is to examine the impact of literacy, numeracy and technological adaptation on students' agility and competency absorption capacity with differentiated learning innovation as an intervening variable in Surabaya, East Java Province, Indonesia. The study was conducted in Surabaya City, in six sub-districts. The study's sample consisted of 125 respondents. The data obtained from the surveys was further analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS). Additionally, literacy has a positive and significant effect on the agility of students' ability to absorb competencies, while government numeracy has a positive and significant effect on the agility of students' competency absorption capacity; Technology Adaptability directly has a positive and significant effect on the agility of competency absorption capacity; Differentiated learning innovation directly has a positive and significant effect on competency absorption capacity. Differentiated learning innovation is able to partially mediate literacy, numeracy and technological adaptability on the agility of competency absorption capacity in Serang City, Banten Province. The research findings and data analysis indicate that literacy, numeracy, and technology adaptability have a direct and significant impact on differentiated learning innovation.
... (d) Professional Development: providing insights into the importance of continuous professional development for educators and its impact on teaching excellence [13][14][15][16]. (e) Assessment and Feedback: examining the role of formative and summative assessments in gauging student learning and providing constructive feedback [17][18][19][20][21]. (f) Research-Informed Teaching: highlighting the significance of integrating research and evidence-based practices into teaching to enhance student learning outcomes [22][23][24][25]. (g) Ethical and Reflective Practice: exploring ethical standards in teaching, reflective practices, and promoting academic integrity among students [26][27][28][29]. ...
... According to Posch and Steiner (2006), these tools allow the convergence of knowledge from areas such as science, technology, engineering, and mathematics (STEM), as well as social sciences and humanities, to offer a holistic view of sustainable development. This fosters an interdisciplinary approach that is crucial to address the complex and versatile challenges of sustainable development in today's world. ...
The growing concern about environmental and social issues has led to the search for effective methods to promote sustainable practices in the educational field. In this sense, interactive applications, such as Nearpod and Edpuzzle, are presented as innovative tools to guide students on matters of sustainable development and motivate behavioral change towards environmentally responsible practices. The objective of this research is to evaluate whether interactive activities designed with Nearpod and Edpuzzle encourage positive habits related to sustainable development. To achieve this, an experimental study was carried out with a control group and an experimental group. The results of the study indicate that the students in the experimental group showed a significant increase in knowledge and habits related to sustainable development compared to the students of the control group. This research contributes to the educational field by showing that interactive applications can be effective tools to promote sustainable development in educational contexts.
... Most of the important papers centre on financial technology (Sangwan et al., 2020;Au & Kauffman, 2008). Among the notable documents, blockchain technology (Efanov & Roschin, 2018;Zheng et al., 2017;Andoni et al., 2019) and innovation with sustainable development constitute another significant sub-theme (Silvestre & Ţîrcă, 2019;Kardos, 2012;Henry & Stiglitz, 2010;Posch & Steiner, 2006). ...
... Teaching sustainable tourism necessitates that students advance from merely memorizing facts and concepts to a level of learning where they must apply the knowledge to solve complicated problems and assess the sustainability of choices (Posch and Steiner, 2006). SDGs are one such facet that addresses the challenges faced by the world (Slocum, Dimitrov and Webb, 2019). ...
Over the past few decades, sustainable development has garnered significant attention in the tourism sphere and is increasingly considered a collective responsibility of all stakeholders within the industry. In this context, Higher Education Institutes (HEIs) with a focus on tourism education have been identified to play a crucial role, especially given their critical role in transforming students into prospective employees within the tourism industry. Globally, HEIs have been making notable progress towards creating sustainably conscious graduates by including dedicated sustainable tourism-specific modules embedded in degree programs. Despite these significant strides, there remains a critical lacuna of how such sustainable tourism-specific interventions by HEIs impact and influence student perceptions and behaviors, especially from the viewpoint of developing countries. Hence, this research addresses this gap by critically evaluating the perceptions of undergraduate students pursuing a degree in event, tourism, and hospitality management who had recently completed studying a sustainable tourism-specific module at a Sri Lankan HEI. This empirical study adopts a qualitative approach where information is collected using semi-structured, in-depth interviews from undergraduate students. The results of this empirical study show that a dedicated sustainable tourism module positively influenced the student's technical, analytical, and ethical literacies pertaining to sustainable tourism. The results further elucidated that incorporating collaborative field visits with industry partners positively enhanced student sustainable tourism literacy, given their ability to provide students with a real-life outlook on how sustainability is incorporated into business operations in the tourism and hospitality industry.
... Universities have increasingly become aware of their roles in promoting SD through the implementation of environmental-friendly actions and programmes in their daily routines (Ávila et al., 2017). Mostly, HEIs incorporate environmental sustainability through teaching and research (Posch & Steiner, 2006), and scientists have been investigating the multitude of sustainable initiatives in these two dimensions and their relevance to broader SD goals (Brandli et al., 2015a(Brandli et al., , 2015bKopnina, 2018;Leal Filho et al., 2019;Lozano et al., 2013;O'Flaherty & Liddy, 2018;Price et al., 2021;Shiel et al., 2016;Venkataraman, 2009). Nonetheless, SD inside universities must go beyond teaching and research: It implies recognizing the environmental impacts of the day-today routines of campus operations and, consequently, establishing actions to identify, manage, and mitigate them (Ávila et al., 2017). ...
The escalation of environmental issues demands a response towards sustainable development, and universities may contribute to a greener future by reducing their own environmental impacts. Brazil has a history of environmental policies and more than 2000 higher education institutions (HEIs). Although Brazilian universities have been implementing green practices and taking part in sustainability rankings, their performances in these platforms are poorly appreciated. We aimed to address this issue and investigated the participation of Brazilian HEIs in GreenMetrics (GM). We asked whether the number of universities in Brazil participating in GM increased over the years, and whether their overall and criteria performances have been improving. The number of Brazilian HEIs ranked by GM has increased by over 1000% since its first edition, and their overall scores have increased since 2014. Nonetheless, the greening strategies of universities in Brazil have changed since 2014, because “Education & Research” score largely increased in the period, while “Water” and “Waste” scores decreased. These results show that a growing number of universities in Brazil are implementing sustainability actions, reflecting the country’s commitment with sustainable development. However, they are approaching sustainability mainly through a traditional teaching and research approach. Therefore, there is a lot of potential for improvement of campus sustainability in Brazil, especially regarding different aspects of campus operations, and we suggest that creating institutional sustainability policies oriented by GM indicators is an opportunity to make Brazilian universities greener.
... Hinsichtlich der Strukturen werden zum Beispiel Lehrer_innen bis heute großteils disziplinär ausgebildet und Schüler_innen in voneinander abgegrenzten Fächern unterrichtet. Die Wissenschaft und ihre Lehre ist in kleinteilige Fachgebiete aufgespaltet, zunehmende Spezialisierung ist ein sich weiter verstärkendes Phänomen (Aram, 2004;Giesenbauer & Müller-Christ, 2020;Posch & Steiner, 2006). Entsprechend wird die Forderung nach Aufbau und Intensivierung von Inter-und Transdisziplinarität (ITD), also von disziplinenübergreifender Zusammenarbeit wie auch der Kooperation zwischen Wissenschaft und gesellschaftlichen Akteur_innen, im Kontext nachhaltiger Entwicklung und insbesondere des Klimawandels immer lauter (Carson, 1962;Future Earth, 2014; ProClim Forum for Climate and Global Change, Swiss Academy of Science, 1997; R. Scholz & Steiner, 2015;WBGU, 2011WBGU, , 2014a (Kläy et al., 2015), bleibt in entsprechenden Diskussionen weitgehend außen vor (Fuchs, 2014). ...
Zusammenfassung
Dieses Kapitel baut auf Literatur zu Bildung und Wissenschaft (BUW) für nachhaltige Entwicklung und Klimawandel auf. Dabei wird auf Konzepte fokussiert, die Bildung in den Vordergrund stellen. Wissenschaft wird als Zusammenspiel von Forschung und Lehre gesehen. Insofern werden auch Aspekte von Forschung für ein klimafreundliches Leben aufgegriffen, wobei dies bewusst nicht der Schwerpunkt des Kapitels ist.Auch die Bewertung der Frage, welche Dimension der Rolle der Strukturen von BUW für ein klimafreundliches Leben zugeschrieben werden kann, bleibt ungeklärt. Insbesondere scheinen es die “Strukturen in den Köpfen” der beteiligten Menschen zu sein, die letztlich Denk- und Handlungsmuster erzeugen, die Nachhaltigkeit und Klimafreundlichkeit behindern oder begünstigen.
... Also clear is that, at the centre of sustainability is the recognition of the need for norm activity, intra-and inter-generational equity, justice, and gender equality, where not only the ability of future generations to prosper is considered, but that the needs of those currently marginalised are also met (Posch & Steiner, 2006;Waas, Hugé, Verbruggen, & Wright, 2011). The Rio Declaration at the UN Earth Summit endorsed these principles in 1992. ...
Its about Sustainability Education in the Tourism and Hospitality industry in Zambia
... They added that knowledge management can reinforce corporate sustainability with the help of knowledge staffs. These views were verified by Posch, Scholz, and Steiner (2006) who indicated that continuous training and learning, and ability to apply the knowledge had significant impacts on organizational sustainable development. Moreover, Yusoff et al. (2019) regarded human capital as an important factor for achieving sustainability. ...
The aim of this paper was to investigate the impact of customer relationship management (CRM) dimensions on business sustainability in small and medium enterprises (SMEs). A quantitative research approach was employed for data collection and fulfilling the objective of this study. In particular, the data was gathered through a survey instrument from 183 employees of SMEs in Saudi Arabia. The obtained responses were analyzed using the partial least square approach (PLS-SEM). The outcomes showed that customer orientation and CRM organization have significant positive effects on business sustainability. The results also verified that CRM technology and knowledge management play important roles in affecting business sustainability. These findings confirm the importance of customer relationship management and its dimensions in enabling firms to sustain their businesses and thrive in today's changing business environment.
... FDI is a form of these international capital movements, which has a direct effect on economic growth and indirect effect on innovation development via spillover effects (Johnson, 2006;Yao and Wei, 2007;Pegkas, 2015;Herzer and Donaubauer, 2018;Khachoo et al., 2018, etc.). As economies are improved to achieve sustainable development, much emphasis is put on innovation (Posch and Steiner, 2006;Kardos, 2012) and this has in turn led to a line of studies investigating FDI spillover effects on innovation activities. In addition, the growing significance of environmental pollution and its negative impact on economic sectors significantly spurred researchers to explore the association of innovation development with mitigating effects of air pollution (for instance, CO 2 emissions) (Fernández et al., 2018;Yu and Du, 2019;Chen and Lee, 2020;Cheng et al., 2021). ...
This paper empirically analyzes sustainable relations between inward FDI (IFDI), outward FDI (OFDI), the R&D expenditure ratio and CO 2 emissions based on balanced panel data from the BRICS (namely, Brazil, Russia, India, China and South Africa) countries for the period 2003-2017. Generally, the results confirm a negative effect of IFDI and a positive effect of OFDI on the R&D expenditure ratio, both with statistical significance. Further exploration of the IFDI, OFDI and R&D impacts on CO 2 emissions was based on an assumption that innovation development mitigates environmental pollution. The research outcome revealed positive associations between IFDI and the R&D expenditure ratio with CO 2 emissions, showing the connection of environmental pollution to growth-focused national economic strategies. Based on these results, we recommend the following policies: (1) rethinking domestic industries protectionism trends and research support to enhance FDI spillover effects, (2) the drafting of New Development Bank specific environment-friendly investment programs aimed at innovation activities, and (3) looking into further easing the green technologies from developed countries.
... Sono infatti queste le competenze strategiche necessarie per il raggiungimento degli SDGs. Già nel 2006 l'Unesco, definendo i principi cardine del Decennio delle Nazioni Unite sull'ESS, sottolineava l'esigenza di costruire un sistema di istruzione di alta qualità, fondato su un approccio transdisciplinare e multi-metodo dato dalla combinazione di diversi modelli pedagogici, per superare la sola prospettiva trasmissiva e promuovere processi di co-costruzione di conoscenza grazie all'attivazione e alla partecipazione degli studenti (Fortuin & Bush, 2010;Posch & Steiner, 2006;Sprain & Timpson, 2012;Unesco, 2012). Sono ormai molteplici i contributi presenti nel panorama della letteratura internazionale che mostrano l'efficacia di approcci pedagogici e metodologie didattiche innovative correlati all'educazione allo sviluppo sostenibile ( All'interno di questi studi, si evidenziano come maggiormente rilevanti: il Problem Based learning, il Project Oriented Learning, l'Experience Based learning, i Service Learning, ma anche la Flipped Classroom o la simulazione e il ricorso allo studio di casi. ...
The contribution presents a teaching experience in a master’s degree program of the University of Florence in pedagogical area. Through an integrated research-informed teaching (RIT) approach and the use of active methodologies, the course focuses on the topics of Agenda 2030 and sustainability, dealing with educational dimension underlying development’s actions. The importance of student-centred and learning outcomes-oriented pedagogical and didactic approaches are highlighted. These are functional to the development of competences linked to the theme of sustainable development, but also oriented towards the training of education professionals who are considered central figures in the accompaniment and management of ecological and sustainable transition processes. The contribution offers the systematization of this long-term experience in university teaching.
Lo sviluppo sostenibile nell’alta formazione: un’esperienza integrata di didattica e ricerca
Il contributo presenta un’esperienza di insegnamento all’interno di un corso di laurea magistrale di area pedagogica dell’Università di Firenze. Attraverso un approccio integrato di research-informed teaching (RIT) e l’utilizzo di metodologie attive, il corso è centrato sui temi dell’Agenda 2030 e della sostenibilità, esplicitando la dimensione educativa sottesa alle azioni di sviluppo. Si evidenzia l’importanza di approcci pedagogici e didattici student centred e learning outcomes oriented funzionali allo sviluppo di competenze legate al tema dello sviluppo sostenibile e volti alla formazione di professionisti dell’educazione e della formazione ritenuti figure centrali nell’accompagnamento e nella gestione di processi di transizione ecologica e sostenibile. Il contributo offre la sistematizzazione di questa esperienza pluriennale di didattica universitaria.
... Seven indicators for facilities and practical activities, respectively, were adapted from prior related studies [5,6,20,29]. Besides, research activities (9 indicators), employability (3 indicators), and KSC (6 indicators) were initiated [6,7,14,19,[31][32][33][34]. The survey instrument is a 5-point Likert scale. ...
Competition to ensure sustainable conditions for graduates' knowledge, skills, and com-petencies (KSC) and employability for sustainable development of human resources has long been present in higher education institutions (HEIs). The purpose of this study is to examine the roles of educational processes, practical activities, and research activities as key determinants to predict KSC and employability in the context of medical education in Indonesian HEIs. Moreover, this study also reports the role of facilities in predicting educational processes, practical activities, and research activities. This survey study obtained data from 1086 respondents, who are students of two medical schools. The data were analyzed by assessing the measurement and structural model in the partial least square structural equation model (PLS-SEM). Overall, all hypotheses were supported; the strongest relationship emerged between facilities and research activities, while the lowest relationship was present between practical activities and employability. From a theoretical perspective, the findings offer a conceptual framework related to HEIs' quality management factors. Highlighting the significant relationships, appropriate policies can be produced for more quality institutions in improving graduates' KSC and employability for the labor market.
... A great benefit of such an approach is the use of the experience of teachers of domestic and foreign universities as well as experts from practice. One of the possibilities of such an approach is to use the experience of teachers and apply the result of their own research in the university environment [4] [5], which is focused on relevant issues, so that students in the context of the educational process can relate traditional practices with new research. ...
... To understand the complexity and the interdisciplinary nature of sustainability issues, students have to live the experience and this is possible only by incorporating pedagogical tools that take students closer to reality (Sterling and Thomas, 2006). The case study is one methodology that brings the real world to the classrooms (Montiel et al., 2018;Steiner and Laws, 2006) and judicious choice of transdisciplinary case studies can facilitate cognitive and affective learning among students, essential for understanding sustainability (Posch and Steiner, 2006;Steiner and Laws, 2006;Stauffacher et al., 2006). Emancipatory pedagogy involving inquiry, problem or project-based learning encourages autonomy, accountability and creativity (Fini et al., 2018;Restrepo et al., 2017;Leal Filho et al., 2016;Wiek et al., 2014;Hallinger and Lu, 2011) compared to technical and practical pedagogies that involve passing on instructions, solving structured problems and rote memorization (MacVaugh and Norton, 2012). ...
Purpose
The purpose of this paper is to explore and encapsulate the enablers that can facilitate education for sustainable development in higher education (HE). The study also aims to understand the interdependence between the enablers.
Design/methodology/approach
The study adopts the total interpretive structural modelling approach to comprehend the interaction and transitivity between the enablers. Cross-impact multiplication matrix analysis was applied to rank the enablers and classify them on the basis of the driving and dependence power into dependent, autonomous, independent and linkage enablers.
Findings
An extensive literature review and expert opinion helped in identifying 10 enablers that can promote sustainability in higher education. The structural model revealed government policies, media, accreditation/sustainability audit, sustainability leadership and institutional commitment as the crucial enablers that can drive sustainability and activate the enablers with high dependence and low driving power.
Practical implications
The results of this study will assist the policymakers and management of universities and colleges in understanding important factors that can facilitate sustainability in higher education. Universities and colleges to incorporate sustainability in their system need to transform not only the core higher education activities of learning and teaching, research and engagement, also the way the colleges operate its culture, governance, structure and how it supports the staff and students.
Originality/value
So far, research on sustainability in higher education has looked into each factor in isolation. This research provides a comprehensive view of the factors and has attempted to establish a multidirectional interplay between factors facilitating sustainability in higher education (SHE).
... Sürdürülebilir hayat boyu öğrenme sistemleri, bireylerin yetkinliklerinin yükselişine (Carneiro ve diğerleri, 2011;Rogers, 2019) ve öz düzenlemeli öğrenmenin güçlü temellerini geliştirmelerine bağlıdır (Wehmeyer ve diğerleri, 2017). Öz düzenlemeli öğrenme kavramı, bireylere öğrenmelerini kendi ellerine alma yetkisi verdiği için kendi içinde sosyal olarak sürdürülebilirdir (Posch ve Steiner, 2006;Ortiz-Ordoñez ve diğerleri, 2015). ...
... According to Strong (1972), sustainable development was originally coined as 'eco-development' at the United Nations Environmental Progress Stockholm Conference, and was later defined as "development that meets the needs of the present without compromising the ability of future generations to meet their own needs" (World Commission on Environment and Development, 1987). Therefore, the core of sustainability is the recognition of the need for intergenerational equity, where not only the ability of future generations to prosper is considered, but that the needs of those currently marginalised are also met (Posch & Steiner, 2006). ...
It is unquestionable that the need to address environmental problems has been recognised as an important point of interest for the hospitality and tourism industry. The increased environmental concerns on the part of the hotel operators, consumers, governments and nongovernmental organisations has put pressure on the industry to invest in more environmental friendly practices. The need for a 'hospitality and tourism sustainability curriculum' stems from the hospitality and tourism industry being one of the largest industries in the world, with huge negative impacts on the local environment. The growing importance of sustainability education to the hospitality and tourism industry has resulted in an increased pedagogical discussion pertaining to how to incorporate sustainability into the curriculum. This study extensively reviewed literature on sustainability education and greening of tourism and hospitality industry's curricula to examine the integration of greening initiatives as well as the extent of the incorporation of green initiatives in Zambia. Consensus among the literature reviewed is that there is need for teaching sustainability within the hospitality and tourism curriculum in order to prepare students for the demands of the hospitality and tourism profession. Since the industry is turning towards sustainable initiatives, it is imperative that hospitality and tourism training providers embrace sustainability and recognise that teaching it is of upmost importance to the success of their students and the industry. Educating students about sustainability will not only be popular among students, but there will also be a ripple effect from their sustainable education into the workplace. A review of different curricula from various hospitality and tourism training institutions in Zambia showed that although these institutions offer a comprehensive programme to those
... Moreover, there has been a debate on whether CSR should be taught as a separate course in the curriculum or if a new program supporting the basis of the concept and content of CSR is to be created (Christensen et al., 2007;Rusinko, 2010). The issue at hand, namely environmental protection awareness, is becoming exceedingly important to students considering the ongoing economic and environmental crisis (Sims & Felton, 2006;Posch & Steiner, 2006;Lourdel et al., 2007). In fact, a number of universities around the world have introduced courses in their curriculum regarding environmental protection, environmental ethics, social responsibility and other related subjects. ...
... Multiple researchers have concluded that once faculty consider themselves to be knowledgeable enough about sustainability, they then implement a variety of strategies to teach sustainability concepts. These teaching strategies range from solo projects, to collaborations with faculty across disciplines to introduce interdisciplinary problem-based learning or case studies (Aber, Kelly & Mallory, 2009;Dale & Newman, 2005;Posch & Steiner, 2006;Stauffacher, Walter, Lang, Wiek, & Scholz, 2006). However, without systemic support, prioritization, formal training, funding, reward structures, and protected learning time, many faculty eventually lose interest in learning and teaching about sustainability (Beringer, Wright, & Malone, 2008;Velazquez, Munguia, & Sanchez, 2005;Rusinko, 2010;Wilson & von der Heidt, 2013). ...
... Numerous articles have been written about CSR education in Higher Education and they focus on how CSR is integrated into academic curricula and the way that is incorporated in universities (Alvarez & Rogers, 2006;Bradbury, 2003;Kevany, 2007;Lourdel, 2007;Moore, 2005;Posch & Steiner, 2006).Throughout the academic filed, a lot of universities have introduced courses in their curriculum regarding the environmental protection, environmental ethics, social responsibility and many more. An indicative example of what is happening throughout the globe are universities in China (Niu et al, 2010), in Russia (Lindroos, 2001), in Jamaica (Down, 2003 Wright, 2003). ...
During the last two decades, a new business philosophy and an innovating way of operating has grown of great interest and has been an issue of vital importance, both in the business world and in academia. This concept is known as Corporate Social Responsibility (CSR). The purpose of this paper is to investigate how students perceive CSR and its added value concerning the environmental management and protection. For this purpose, a field research has been conducted, addressed to students of Greek Higher Educational Institutions. Some of the findings derived are that there are differences in the perception of CSR and also a significant percentage of the sample connects CSR practices with the environmental protection. Furthermore, it has been noticed a surge for change and implementation of CSR subjects from the part of Higher Educational Institutions. Finally, certain proposals have been made from the students' part so as to help future generations preserve and protect the environment.
... The didactical concept of these IPs is a "pull-concept of learning" [21] and is characterized by the strong intrinsic motivation of students. The students are facing situations where they need to apply knowledge and competences, which they might not yet entirely have. ...
Higher education for sustainable development plays a crucial role in the transformation of society towards a more sustainable pathway of development. The new trends in society and technology experienced in the course of the fourth industrial revolution come with challenges, but also provide opportunities. In this paper, we reflect on the conceptual basis of education for sustainable development as approached at the University of Graz, Austria, and contrast this basis with the expectations stated by students. The results showed that students acknowledged the high importance of digital competencies and found it highly important to be confronted with future-oriented topics and contents. Interestingly, students seemed skeptical about online course formats and digitalization of teaching and clearly preferred the interactive classroom experience. Students also rated international topics and transdisciplinary thinking as fairly important. Interestingly, a relatively high share of students only saw mediocre added value in experiencing international classrooms, and in having international teachers, when it comes to meeting their top priority, which is being competitive in the job market. Education for sustainable development in the future will not only need to prepare students for international, interdisciplinary, and digital environments, but also will need to meet the expectations of demanding and ambitious students and provide them with bright career prospects.
... Due to the small scope of the pilot projects, limited resources and the small number of students engaged, there were no separate disciplinary subgroups investigating different aspects of the problem, and the outputs therefore did not lend itself to a full inter-and transdisciplinary synthesis as described, e.g. in Posch and Steiner (2006). Results helped to fill knowledge gaps and stimulated both the science-practice knowledge exchange and reflection within the communities, but-although implementation oriented-were mainly restricted to analysis, sketching possible solutions in some cases. ...
This article contributes with a tested transdisciplinary learning format to the discussion about strategies to increase regional relevance and competence orientation of higher education in the fields of sustainability and rural development. In the Latin American–European network “Rural Society, Economy and Natural Resources—Integrating Competence in Rural Development” (SERIDAR), scientists and practitioners in rural areas have jointly elaborated research problems, which were then investigated—among other formats—by interdisciplinary teams of students within related study programmes. These projects had dual purposes: conveying essential professional competences to students and generating knowledge for and with participating rural actors. Linking approaches of transdisciplinary research and competence-oriented curriculum development, universities thus increased their efforts to fulfil their societal tasks and contribute to sustainable problem-solving. This article provides academic staff with insights into the didactic concept, tested and adapted in Mexico, Colombia, Nicaragua and China according to local conditions. Results of a comprehensive evaluation and systematisation process on local and international level are presented, as well as conclusions on factors and conditions necessary for the implementation and integration of transdisciplinary and problem-based student team research into university curricula as well as on this format as an element of collaboration for problem-solving in multi-stakeholder platforms.
... To maintain a level of abstraction in the analysis performed in this paper the eight learning events are addressed in three groups of simple, intermediate, and complex learning events, following similar categorizations found in other frameworks (e.g. Argyris, 1977;Posch & Steiner, 2006 (Cook,2006)whichturnsbalancinggamemechanicsintooneofthemostcrucialactivitiesduring thedesignandplaytestingphase.Inmanyeducationalgamesthelearninggoalsremainexternalto thegameplay.Thesegamestendtostrugglewithinstigatinglearning,comparedtogameswherethe learninggoalsaredeeplyembeddedinthegamenarrativeanddrivenbyspecificgamemechanics (Denham,2016;Habgood&Ainsworth,2011;Kafai,2001;Malone&Lepper,1987). Asthelearningexperiencesarecontingenttothecoregamemechanics (Cook,2006;Järvinen, 2008;Mildner&Mueller,2016;Sicart,2008),frameworksthatestablishconnectionsbetweenspecific gamemechanicsandlearninggoalshavebeendeveloped.Suchframeworksare,amongothers,the GameMechanics-LearningMechanicsframeworkbyLimetal.(2013)ortheGames,Motivation andLearningframeworkbyGarrisetal. ...
The integration of learning goals with game mechanics in serious games used in urban and spatial planning processes has the potential to enable game designers and planners to create games with narratives tightly aligned to particular processes and lead to increased learning outcomes. This study presents the results from testing Energy Safari, a serious game for the energy transition in the province of Groningen, and empirically associates specific game mechanics with learning events, derived from players’ reports. The research is based on the analysis of post-play questionnaires. Play-testing Energy Safari illustrates that different learning events can be triggered by the same game mechanics, an observation which can be applied in serious game design to facilitate players with different learning needs and styles. In addition, play testing to evaluate the learning performance of serious games should be integrated in the game design process. However, to achieve lasting learning and actionable knowledge, serious games should be used complementarily with other civic participation methods.
... Posch and Steiner [21] strongly endorse linking innovation with inter-and transdisciplinary underpinnings. An integrated process of knowledge production, they argue, is bringing together scientists and practitioners in a real-world context to produce more robust societies. ...
Universities support regional innovation and sustainable development through research-based partnerships with local ecosystems, creating new business models addressing global and local societal challenges. In this shift towards a sustainable entrepreneurial university, the Start for Future ( SFF ) international alliance promotes entrepreneurial and innovation culture across Europe, through entrepreneurship tertiary education and business development. This qualitative case study investigates the characteristics and implications of stakeholder involvement in a cross-European context (with the SFF project as the object of investigation) including contribution to regional development and innovation. Results show the SFF ’s significant potential for developing trained human capital acting entrepreneurially in an innovative and sustainable perspective, through a collaborative, transnational, cross-sectoral, and interdisciplinary community of engaged partners. Practical and policy implications include the need to cultivate long-term, bottom-up relationships among partners, both regionally and internationally, and to establish institutional long-term strategies to consolidate the network over time and ensure effective contributions from all.
This article provides a case-based critical reflection on integrating transdisciplinary knowledge in entrepreneurship education as a framework for empowering future entrepreneurs and innovators . The increased complexity of modern societies emphasizes new requirements for teaching practices intended to equip decision-makers with the tools necessary for navigating poly-crises and contributing to the sustainability of coupled systems. This requires an interplay between inter- and transdisciplinary knowledge aimed at developing a common body of knowledge within a specific domain. Within our educational case study, we used a transdisciplinary approach to design and implement a curriculum for enhancing complexity literacy and systems thinking. . The specific learning outcomes can be categorized by referring to the qualification framework of knowledge–skills–competence that fosters an understanding of dynamic coupled systems . Our research shows the potential of transdisciplinary knowledge integration as part of a sustainable education for empowering future entrepreneurs and innovators. The analysis’s results have implications for research and practice that incorporate such integration as part of transitioning to a new institutional framework at universities. Developing new, viable approaches to education has social implications that can be regarded as interventions targeted at achieving systemic impacts while enhancing the sustainability of education and society as a whole.
The study will demonstrate how the nexus of multiple professions may unlock commercial value and establish new ways to sustainability. With the goal to clarify best practices, obstacles, and possibilities in this crucial field, this research will draw on expert perspectives to investigate the role of interdisciplinary collaboration in fostering sustainable commercial innovation. It uses an extensive review of academic literature and empirical data to investigate the methods, benefits, and challenges of interdisciplinary collaboration in the context of sustainable commercial innovation also by drawing five cases of projects. The study helps to evaluate the impact of interdisciplinary collaboration on long-term commercial innovation, drawing on expert viewpoints from several disciplines. Analyze various case studies and empirical evidence to understand how interdisciplinary collaboration affects the development and implementation of long-term commercial breakthroughs.
Organisations are an integral part of modern societies. They are sub-systems of a larger environmental system. Organisations are, usually, divided into civil society, corporations, education, and public sector ones. Organisations are complex, semi-open, social systems with sets of inter-related units engaged in joint problem-solving to accomplish a goal or objective, and to create value and acceptable outcomes for stakeholders. An organisation is composed of system elements (differentiated functions or groups divided into operations and production, management and strategy, organisational systems, governance, supply chains, service provision, assessment and reporting, and research and development), that are, in turn, composed of individuals. The organisation, groups, and individuals are affected by informational, emotional, and behavioural attitudes. Organisations must also balance the needs and interactions of multiple stakeholders, including social and environmental, primary and secondary concerns, and internal and external needs. Stakeholder interactions can be inter-personal, inter-group, or inter-organisational, and range from competitive, to cooperative, to collaborative ones. The Multi-dimensional Sustainability Influence Change (MuSIC) memework is designed to address the entire organisation system, including the organisation, its groups, individual, their respective attitudes, as well as the systemic/connecting and external levels.
Open-cast iron ore mining is vital for the global economy, providing the raw material for steel production. It is cost-effective and allows for the efficient extraction of large ore quantities within shorter timeframes compared to underground mining. However, open-cast mining can have significant environmental impacts. Open-cast iron ore mining is essential for meeting the demand for iron ore and steel production, it is important to address its environmental and sustainability concerns, such as land use change, habitat destruction, and waste generation. The study extensively explores literature addressing environmental and sustainability concerns associated with iron ore mining, employing a rigorous bibliometric and scientometric analysis through VOSviewer. Within the designated study area, an extensive pool of 35,125 documents was analysed from 2000 to 2023. Leveraging VOSviewer's capabilities, this research aimed to unveil the most productive, influential contributors, and emerging thematic clusters within this domain. The investigation provides a comprehensive overview of the complex landscape in the fields of "iron ore," "mining," "dispersion," "exposure," and "concentration," including insight into the geographical distribution of publications and the influential authors in this field. Through co-citation analysis, pivotal articles and influential authors shaping the field's discourse are identified, encompassing both historical and recent trends. This understanding aids in staying current with the latest advancements. In conclusion, this investigation provides comprehensive insights into the operational, social, economic, and environmental dimensions of open cast iron ore mining. The knowledge gained holds the potential to foster a more sustainable and ethically responsible mining sector by guiding changes, informing decision-making, and contributing to overarching environmental stewardship goals.
Education for Sustainable Development (ESD) necessitates a holistic and transformational approach that includes three dimensions: learning content, pedagogy, and learning outcomes. The integration of sustainable development (SD) into learning content and learning outcomes has attracted increasing attention; however, pedagogy for SD has hardly been examined. This study examines how didactic approaches which are utilized at a teacher education institution (TEI), specifically, Hanoi National University of Education, connect to sustainability competencies. The analysis is based on the theoretical framework and relevant literature in ESD. The results reflect that half of the current didactic approaches at HNUE can promote sustainability competencies at different levels (likely, maybe, and unlikely) with the prevalence of the ‘maybe’ level. The other approaches are not known to be broadly used in promoting sustainability competencies. This study offers implications for TEIs in advancing their contribution to ESD, especially, in reconsidering didactic approaches to develop sustainability competencies and promote action-oriented, learner-centered, and transformative learning.
With an emphasis on WIL curriculum development and WIL assessment options, the current research seeks to better understand the concepts behind work-integrated learning (WIL). The authors used a qualitative Delphi analysis based on the literature on work-integrated learning to generate appropriate topic outputs and investigate WIL-related ideas. They include conventional and modern WIL models, traditional and modern WIL model typologies, curriculum for placement, and assessment of WIL, as well as the distinction between traditional and modern WIL needs in education. The current study incorporates experiential theory into the creation of evaluation rubrics using Kolb's notion of experiencing learning. In the current study, evaluation rubrics were developed using experiential theory in conjunction with Kolb's idea of experiencing learning. Fifteen themes from the qualitative Delphi process were used to create an evaluation matrix for the study. A 15-theme evaluation matrix for the study was developed for better work-integrated learning assessment.
Sustainability is a transdisciplinary field in education that has shown that it requires more than just the transfer of knowledge to students. It seeks to make profound changes to learners’ skills, values, attitudes, and dispositions in ways that will ultimately lead to environmental, social, and economic transformation. Efforts to transform society have to focus on educators in building their understanding of sustainability and their ability to transform curriculum and wider learning opportunities. Consequently, this requires the introduction of sustainability education into education programs as education plays an essential role in promoting a sustainable attitude of citizens. This therefore implies that educational institutions must become themselves examples of sustainable communities. Against this background, this chapter discusses the need for integrating sustainability education into the classrooms to enable learning toward a more sustainable future.KeywordsPedagogySustainabilityIntegration
Actualmente, hay un gran interés por el enfoque de la transdisciplinariedad para el estudio de los problemas complejos, sin embargo, en la formación universitaria de la Psicología, la cual se avoca a resolver estos problemas complejos, predominan los enfoques disciplinarios, interdisciplinarios y subdisciplinarios. El objetivo del presente trabajo fue investigar los principales cambios curriculares que se realizaron y cuáles son los temas que se abordan en la enseñanza de la transdisciplina en la educación superior, enfocándose en el campo de la Psicología. Por consiguiente, se realizó una revisión sistemática siguiendo el método PRISMA y se encontraron sesenta registros, de los cuales se eliminaron veintiuno; por tanto, los artículos analizados fueron treinta y nueve. Las principales temáticas abordadas desde la transdisciplina fueron el desarrollo y la educación sustentable. El análisis de la revisión mostró que aún no se han presentado propuestas para la educación transdisciplinaria en el campo de la Psicolo
The integration of learning goals with game mechanics in serious games used in urban and spatial planning processes has the potential to enable game designers and planners to create games with narratives tightly aligned to particular processes and lead to increased learning outcomes. This study presents the results from testing Energy Safari, a serious game for the energy transition in the province of Groningen, and empirically associates specific game mechanics with learning events, derived from players' reports. The research is based on the analysis of post-play questionnaires. Play-testing Energy Safari illustrates that different learning events can be triggered by the same game mechanics, an observation which can be applied in serious game design to facilitate players with different learning needs and styles. In addition, play testing to evaluate the learning performance of serious games should be integrated in the game design process. However, to achieve lasting learning and actionable knowledge, serious games should be used complementarily with other civic participation methods.
This study aimed to explore stakeholders’ perceptions on sustainability issues in the hospitality and tourism (H&T) sector, examine which sustainability issues should be suitably learned in the classroom, and which teaching activities must be introduced to enhance the learning of sustainability issues on the basis of the triple bottom line (TBL) concept. A self-administered survey was created and sent to H&T industry practitioners and educators and students in the H&T higher education program in Hong Kong. Results showed that the tourism sector was more desired than the hospitality sector on the sustainability issues of training and education and sustainable building. Moreover, stakeholders (industry practitioners over students) perceived that these sustainability issues (e.g., energy conservation) should be learned in the classroom. Lastly, stakeholders preferred the teaching activities of internship, experimental learning, and field trips to enhance the learning sustainability topics. This paper further discussed the curriculum development and educational implications.
In hospitality and tourism (H&T) context, interaction between stakeholders is vital to cultivate the learning sustainability. This study investigates the perceptions of sustainable issues among stakeholders (industry practitioners and students) to identify priorities for sustainability education. Triple Bottom Line approach is applied. Diagonal line model of importance–performance analysis was employed to classify the three categories of sustainability issues (economic, social, and environmental) into four areas. Results indicate that industry practitioners and students generally agree on economic and social issues but not on environmental issues. This study contributes to literature by showing how sustainability must be included in H&T education.
A társadalom fenntarthatósággal kapcsolatos gondolkodásmódjának megváltozásához szükség van arra, hogy ismerjük a fenntarthatósági problémákat, és ennek fényében megváltoztassuk a hozzáállásunkat és magatartásunkat. Egyre több egyetem és szak támogatja a fenntarthatóság integrálását a felsőoktatásba, ugyanakkor továbbra is kihívást jelent, hogy a fenntarthatóság komplexitásának megértésén túl a hallgatók ismereteit kritikus gondolkodássá, környezettudatos és társadalmilag felelős attitűddé és cselekvéssé formáljuk. A fenntarthatóság oktatásának célja a fenntarthatósági tudatosság fejlesztése, mely a tudás, az attitűdök, valamint a konkrét magatartás komplex elegye. A tanulmány egy projektalapú fenntarthatósági kurzust vizsgál: az ezen részt vett hallgatók fenntarthatósági tudatosságában bekövetkezett változások feltárására irányul. A tanulmány betekintést nyújt a fenntarthatósági tudatosság összetevőinek (tudás, attitűdök, viselkedés) értelmezésébe és az ezek közötti lehetséges kapcsolatok feltárásába. A tanulmány kvalitatív empirikus megközelítést alkalmaz. Egymást követő három félév alatt összesen 140 hallgatóval készítettünk strukturált mélyinterjút, a féléves kurzus elvégzése után, melynek során saját észlelt tudásukról, hozzáállásukról és cselekedeteikről számoltak be. Az eredmények azt mutatják, hogy a kurzust követően a hallgatók nagyobb tudással rendelkeznek a fenntarthatósági témakörökről, pozitívabb a hozzáállásuk, és nyitottakká váltak a fenntartható magatartás kialakítására, ugyanakkor hangsúlyeltolódásokat tapasztalhatunk a fenntarthatósághoz való hozzáállásban és a magatartásban, annak mentén, hogy a hallgatók az adott féléves kurzus során milyen partnerrel dolgoztak együtt. A kurzus egyértelműen hozzájárult a hallgatók tudatosabbá válásához, ami tovább ösztönözheti az egyetemeket és az oktatókat, hogy érdemes minél több hallgató számára elérhetővé tenni a fenntarthatósági kurzusokon való részvételt. = To change society’s mindset about sustainability, we need to know about sustainability issues and change our attitudes and behaviour accordingly. More and more universities and study programs are supporting the integration of sustainability into higher education, but, at the same time, it remains a challenge to translate students’ knowledge into critical thinking, pro-environmental and pro-social attitudes and actions beyond understanding the complexity of sustainability. The goal of sustainability education is to develop sustainability consciousness, which is a complex construct of knowledge, attitudes, and behaviour. The aim of the study is to explore the change in sustainability consciousness of students, participating at a project-based sustainability course. The study provides insight into the interpretation of the components of sustainability consciousness (knowledge, attitudes, and behaviour) and the exploration of possible relationships between those components. The study uses a qualitative empirical approach. We conducted structured in-depth interviews in three consecutive semesters, with altogether 140 students after completing the one semester long course. In the individual interviews students reported about their own perceived knowledge, attitudes, and actions. The findings show that following the course students have more knowledge of sustainability issues, more positive attitudes, and they have become more open to pursue a sustainable behaviour. At the same time, emphasised sustainability issues and behaviours varied according to the profile of the civil partner the students worked with in the course, during the semester. All in all, the course obviously contributed to a higher consciousness of students, which can further encourage universities and educators to provide sustainability courses for as many students as possible.
The purpose of this paper is to present and explore a sustainable tourism education model that employed Fair-Trade learning principles and experiential learning philosophies. In collaboration with universities in Mexico and the United States, the model employed an international tourism curriculum that explored issues concerning the environmental, economic, and cultural impacts of global tourism. Field experiences challenged students to think critically about tourism issues from various perspectives in order to gain a holistic understanding of the multidimensional issues. Students met with farmers, fisherman, hospitality providers, tourism outfitters, business owners, government officials, regional non-profits, and local citizens to gain a broader perspective. The summary observation of this paper found the model to be successful in promoting student learning and effective in building bridges across nations through the development of strategic partnerships. The lessons learned involved the importance of administrative support, the significance of faculty engagement, and the importance of building relationships.
Sustainable education requires teaching practices and techniques that secure strong foundations in learning. The changing contexts, needs and trends of the 21 st century challenge teachers to enable students to obtain the skills and knowledge necessary to succeed in an ever changing and digital world (Coklar & Yurdakul, 2017). Schools’ philosophy and curriculum must encourage students to develop adaptive skills that are foundational to lifelong learning to sustain them in changing environments (De Corte, 2019). However, students’ achievement has been drastically compromised throughout the Organisation for Economic Co-operation and Development (OECD) countries. Furthermore, some countries, such as Australia, are facing a concerning decline in academic achievement in science, reading, and mathematics (PISA, 2018). The purpose of this conceptual paper is to explore Self-Regulated Learning (SRL) theory for its potential to enhance students’ sustainable abilities enabling them to engage in lifelong learning. An exploration of SRL theory posits the need for empirical research of effective SRL implementation in schools. The theoretical foundations of SRL are outlined, along with its impact on students’ learning and development in the 21 st century. This article explores elements of SRL implementation that support educational bodies in fostering competent learners and sustainable education, including pre-service teachers’ training, teachers’ self-efficacy, a whole-school approach to SRL, and ongoing professional development in SRL.
Mind, Brain, and Education (MBE) science is by definition transdisciplinary. However, the communication and collaboration between constituent disciplines needed for true transdisciplinarity remains relatively rare. Consequently, many of the potential benefits of MBE science remain unrealized for parties on all sides of the discipline. The present commentary first conducts an analysis of the current strengths, weaknesses, opportunities, and threats of transdisciplinary partnerships in MBE. A new, free, and international web platform ("UNIFIED") is then proposed to broker relationships between researchers and teachers within schools. This website would allow users to form collaborations based on a system of tags indexing their research interests as well as practicalities such as their location. Such a website appears well placed to realize many of the opportunities , and mitigate the threats and weaknesses, of transdis-ciplinary MBE research. The article concludes with an appeal
My purpose in this chapter is to present recent theoretical and empirical work regarding the contribution of a phenomenological view to our understanding of self-regulated learning and how best to enhance students’ development of self-regulated learning capacities. I want to take you on an excursion through what has been said by some of our most distinguished theoreticians about the self—the self as a primary phenomenon, an experience of the experiencing self, that permeates and directs human behavior. The excursion will begin with a look historically at the roots of the “scientific”1 search into self and its associated phenomena. The evolution of these roots to the present time will then be explored as the means to understanding current theoretical positions and how they are converging on our increased knowledge of the role of self phenomena in all of human behavior, and particularly human behavior in learning contexts. As we proceed, we will explore answers to the following questions: How can properties of the self (including its structure and processes) contribute to our understanding of its role in initiating and regulating the chain of events leading to effective, self-regulated learning? How do the properties of the self further define the nature of the cognitive and affective activities students engage in while in learning situations? Can our understanding of the self-system and its operations help us provide more effective educational environments and practices to maximize student motivation and learning?
Presents the results of an Internet survey of all the humanities faculties in Germany, Switzerland, The Netherlands and the UK and of a review of the international debate both on sustainability in general and education for sustainability in particular. Argues for a complex, transdisciplinary and broad approach to education for sustainability (EfS). Such an approach has to acknowledge the relative relevance of education within contemporary society, along with other “educators” such as the media, the economy and the shadow curriculum of institutional practice. It has to be fully aware of the reasons and the extent of the unsustainability of our current situation, but it also has to sketch out what a sustainable society might mean. Only on this basis can we then develop effective and sensible proposals for EfS. Ends with ten practical strategies to further EfS in higher education institutions.
Although there is a great degree of acceptance in relation to the importance of pursuing sustainable development, there are some areas within the higher education sector where the concept of sustainability is not yet fully understood. Based on the negative impact misconceptions can have, it is useful to look at the problem and develop approaches to address them. This paper, first delivered at the conference on environmental management systems at universities (EMSU 99) held in Lund, Sweden in May 1999, tries to discuss some of the misconceptions seen in respect of sustainability at universities and suggests some measures aimed at moving ahead.
It is higher education’s responsibility to continuously challenge and critique value and knowledge claims that have prescriptive tendencies. Part of this responsibility lies in engaging students in socio-scientific disputes. The ill-defined nature of sustainability manifests itself in such disputes when conflicting values, norms, interests, and reality constructions meet. This makes sustainability – its need for contextualization and the debate surrounding it – pivotal for higher education. It offers an opportunity for reflection on the mission of our universities and colleges, but also a chance to enhance the quality of the learning process. This paper explores both the overarching goals and process of higher education from an emancipatory view and with regard to sustainability.
Twenty-one senior researchers were interviewed about their conception of sustainability and implementation in projects linked to the Alliance of Global Sustainability, a joint project of MIT (Boston), ETH (Zurich and Lausanne), UT (Tokyo), and Chalmers (Gothenburg). We identified five complementary views on sustainability: i) science is sustainable per se, ii) sustainability is an ethical relationship with the past and future, iii) sustainability is the maintenance of a system within functional limits, iv) eco-efficiency, and v) sustainability is a form of ongoing inquiry. In total, the concept of ethical relationship was the most dominant, whereas science per se and eco-efficiency were less used. Natural, engineering and social scientists referred differently to these concepts in their research projects. Most of the researchers regarded implementation as the process of interacting with stakeholder groups. The relationship between knowledge and action is considered central to views on implementation. Three different concepts and habits could be identified with respect to the relationship between knowledge and action: a) action, I act to change the world; b) interaction, I exchange information with my environment through my actions; and c) transaction or mutual learning, I change as a result of my effort to bring about change in the world.
Scholz, a social scientist and decision theorist interested in theoretical basics, and Marks, a systems engineer with experience
in real-world problem solving, offer insights on the epistemology, methodology, organization, societal and professional-practice
dimensions of transdisciplinarity. Transdisciplinarity represents a move from science on/about society towards science for/with
society. Their detailed recommendations include more work on theory, standards of quality, and creating strong institutional
frameworks.
Die Förderung und Umsetzung nachhaltigen Wirtschaftens folgt polyzentrischen Steuerungsmustern und geht daher über den bisherigen institutionellen Rahmen hinaus. In diesen neuen Governance-Mustern spielen Symbolsysteme eine wichtige Rolle. Der Beitrag erläutert die Wirkung „symbolischer Steuerung“ für ein nachhaltiges Wirtschaften und zeigt Ansätze zur theoretischen Fundierung dieser Perspektive auf. Empirische Grundlage des Beitrages ist das Stoffstromstrommanagement in der textilen Kette als einer besonders „symbolgeladenen“ Branche, in der Formen symbolischer Steuerung auf der Makro-, Meso- und Mikroebene aufgezeigt werden.
Outlines some of the benefits that can arise through partnership working between higher education institutions and other local organisations in the environment sector. Aims to contribute to the debate on sustainability by highlighting the capacity for partnerships to "unlock" value retained within single organisations. Argues for the need for more creativity in the ways in which HEIs interact with other organisations in the environment sector, in order to harness mutually-advantageous opportunities. The situation in Northamptonshire (central England) is described and case studies are included to demonstrate some local successful partnership-based projects and to highlight the wider approach. Suggests this approach can offer considerable scope for the personal development of academics and to benefit HEIs, the local communities they serve and the economies they operate within. States, in addition, that partnership working can significantly contribute to the process of sustainable management within HEIs and external organisations by promoting the effective use of human resources, information and finance for environmentally beneficial activity.
ETH-UNS case studies are "transdisciplinary," university-based projects for sustainable development. This article introduces the ETH-UNS case studies 1991 to 1997. In particular, it examines, first, the role of experts and, second, the kind of collective reasoning in ETH-UNS case studies. We found a significant "deprofessionalization" effect: whereas there was a high share of professionals in former ETH-UNS case studies, relative experts with lower qualifications dominate in today's ETH-UNS case studies. Our analysis of this effect shows role conflicts between professionals and organizations as well as the importance of syntheses methods for organizing the collective reasoning in the ETH-UNS case studies. Discussion focuses on the specific organizational linkage between the use of experts and collective reasoning in environmental projects in the context of sustainable development.
Sustainability is now a required component of science and geography curricula for schools in England, but there is little guidance for teachers to help them fulfil this requirement. In this study an approach was used which enabled teachers of students of 13-18 years in three schools to take some control of their professional development. The research was based on participatory appraisal, participatory action research and co-operative enquiry methods. The teachers set their agenda for achieving their objectives using the researcher as a facilitator. A model was constructed of the main factors affecting sustainability. This was used to devise an approach to teaching that was trialled with several different classes. The effectiveness of this approach was evaluated against the criteria identified by the teachers. The results showed that the methodology was effective in this context and it also has wider potential in addressing other pedagogical issues for practising teachers.
This paper is critical towards efforts that try and measure corporate social responsibility (CSR). A critical approach can be important for the development of the theory of the emerging field of corporate social responsibility. A critical and provocative approach can generate discussion and debate. Three main points of critique are presented toward the current efforts in the literature to measure corporate contributions to economic, social and ecological sustainability. First, the use of the concepts of eco-efficiency and eco-efficacy in measuring corporate contributions to sustainability are criticized from the viewpoint of the complementarity relation of human-manufactured capital, natural capital and social sustaining functions. Second, the use of measures that focus on an individual process or an individual company are reconsidered with an approach to industrial and firm networks. Third, the use of the monetary value is reconsidered, e.g. by suggesting an approach based on physical material and energy flows and on a new paradigmatic foundation for social responsibility. The social and ecological indicators illustrating the social and environmental impacts of economic activity and of firms can be combined with economic indicators, but not expressed in monetary terms. Copyright © 2003 John Wiley & Sons, Ltd. and ERP Environment.
The emergence of the network society has major consequences for the role played by environmental scientists. They are assumed to be able to contribute to new institutional arrangements for collective action. Through deliberations and organised discourses, environmental scientists are expected to help stakeholders to define common ground for action and the sharing of individual problem solving capacities. This paper discusses the consequences of changes in the nature of decision-making in the area of sustainability for the concepts and instruments to be used. As a new learning context the policy laboratory is introduced. Special attention is given to three major types of instruments: gaming, interactive methods and group decision support systems.
ETH-UNS case studies are “transdisciplinary,” university-based projects for sustainable development. This article introduces the ETH-UNS case studies 1991 to 1997. In particular, it examines, first, the role of experts and, second, the kind of collective reasoning in ETH-UNS case studies. We found a significant “deprofessionalization” effect: whereas there was a high share of professionals in former ETH-UNS case studies, relative experts with lower qualifications dominate in today’s ETH-UNS case studies. Our analysis of this effect shows role conflicts between professionals and organizations as well as the importance of syntheses methods for organizing the collective reasoning in the ETH-UNS case studies. Discussion focuses on the specific organizational linkage between the use of experts and collective reasoning in environmental projects in the context of sustainable development.
Outlines some of the benefits that can arise through partnership working between higher education institutions and other local organisations in the environment sector. Aims to contribute to the debate on sustainability by highlighting the capacity for partnerships to “unlock” value retained within single organisations. Argues for the need for more creativity in the ways in which HEIs interact with other organisations in the environment sector, in order to harness mutually-advantageous opportunities. The situation in Northamptonshire (central England) is described and case studies are included to demonstrate some local successful partnership-based projects and to highlight the wider approach. Suggests this approach can offer considerable scope for the personal development of academics and to benefit HEIs, the local communities they serve and the economies they operate within. States, in addition, that partnership working can significantly contribute to the process of sustainable management within HEIs and external organisations by promoting the effective use of human resources, information and finance for environmentally beneficial activity.
Taking a recent column by Braden Allenby in this journal as a starting point, we argue the need for researchers in the field of industrial ecology to reflect upon its normative aspects. We argue that the field will advance through an explicit discourse on such issues as epistemological positions, the inherent normative nature of using metaphors, and the way in which the field of study relates to the field of practice.
In “Culture and Industrial Ecology,” Allenby raises, and begins to address, some critical questions that define the field of industrial ecology. We suggest that his arguments dismiss too lightly issues that are central to this developing field. The purpose of this reply is to open up for further discussion what industrial ecology is, and what it is not.
We begin by summarizing Allenby's line of reasoning. We explore his arguments around the notion of objectivity and the questions he raises about the relationship among objective science, normative positions, opinions, and fads. While Allenby makes a strong plea for industrial ecology to maintain objectivity and avoid normative positions, we contend that any positions on what should or should not be included in a field of study carry normative intent. Although science might seek to be objective in its method, scientists are rarely free of such normative positions. These positions need to be explicit and open to debate. Also, Allenby's position implies that industrial ecology as a field of study should be separated from industrial ecology as a field of practice. We argue that the interrelation of these fields provides important advantages.
Our main concern is that Allenby's position forestalls discussion on important issues at the heart of the field of study. We examine some key issues around the concept of objectivity and propose an agenda for research on the cultural and ideological aspects of industrial ecology.
The progress of science and technology is great, but so are challenges that confront us. They raise fundamental questions
about the purpose of human existence, our relationship to nature, and the kind of science we need. Transdisciplinarity is
an integral part of any response. A new collective intelligence and creative stewardship are required, capable of overcoming
the territorial boundaries that currently limit higher education and research and forging a new relationship of three major
forces — science, democracy, and the marketplace. They will also require incentives, new initiatives, and high standards of
quality.
In a recent article of this journal, Robert et al. [Journal of Cleaner Production 10 (2002) 197] define five hierarchical and interdependent levels for a systems approach for strategic sustainable development (SSD) to move toward the desired outcome, the state of sustainability. This paper evaluates the concept of industrial ecology (IE) by considering its application and use in terms of the strategic sustainable development model. The author argues that the applications of the concept of IE can contribute to all five levels in the hierarchical model. However, the paper shows that if IE is used outside the systems model, four risks and difficulties are generated that can lead to suboptimal solutions, problem displacement and problem shifting. Recommendations derived from ecological economics and environmental management are made for ways to proceed with the integration of IE into the broader SSD concepts and approaches.
Explanation of the Dutch approach of landscape research, planning and management
It is higher education's responsibility continuously to challenge and critique value and knowledge claims that have prescriptive tendencies. Part of this responsibility lies in engaging students in socio-scientific disputes. The ill-defined nature of sustainability manifests itself in such disputes when conflicting values, norms, interests, and reality constructions meet. This makes sustainability-its need for contextualization and the debate surrounding it-pivotal for higher education. It offers an opportunity for reflection on the mission of our universities and colleges, but also a chance to enhance the quality of the learning process. This article explores both the overarching goals and process of higher education from an emancipatory view and with regard to sustainability. © 2002 Published by Elsevier Science Ltd. on behalf of International Association of Universities.
School Didactics and Learning: A School Didactic Model Framing an Analysis of Pedagogical Implications of Learning Theory The Rio declaration on environment and development
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Assessment science in interdisciplinary and transdisciplinary research
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Lernen lernen: wege einer fö der bereitschaft und fä zu selbstreguliertem lernern
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Do we make better land use decisions by inter-and transdisciplinary work? Interdisciplinary and transdisciplinary landscape studies: potential and limitations
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The relationship promoter: a key person for successful customer relationships
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Nachhaltigkeit und Kooperation: zum Verstä eines Leitbildes und Handlungstyps in einer Komplexen Welt
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Nachhaltige Entwicklung, Grenzen monetä rer Operationalisierung und konzeptionelle Beyond growth The Economics of Sustainable Development O ¨ kologie und markt – ein schö missverstä
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Die neue sicht der nachhaltigkeit und die neoklassik
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Organisation fü r Innovationsentscheidungen – das Promotoren-Modell, Schwartz, Gö
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The discourse of transdisciplinarity: an expanding global field
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Transforming teaching: the project for enhancing effective learning
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Nachhaltige Entwicklung, Grenzen monetärer Operationalisierung und konzeptionelle Folgerungen
- A A Busch
Ökologie und markt - ein schönes missverständnis
- E L Gärtner
The potential of transdisciplinarity
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- W Grossenbacher-Mansuy
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Partizipation - Ein Reiseführer für Grenzüberschreitungen in Wissenschaft und Planung
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Do we make better land use decisions by inter- and transdisciplinary work?
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Lernen lernen: wege einer förderung der bereitschaft und fähigkeit zu selbstreguliertem lernern
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