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Growing awareness of environmental and social issues in economic development contributes to move the idea of sustainable development forward. Since 2008, the Joint International Master in Sustainable Development offers an international and inter disciplinary approach to the hotly debated topic. It combines the strengths of the eight partner universities in Europe, Asia and Africa.
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DIE GUTEN SEITEN DER ZUKUNFToekom.de
Eine Hymne an die Wunder der
Natur
»Nest ist ein Wort der Umarmung, das Vorstellungen von
Heimat, Zuflucht und Erholung heraufbeschwört.«
Janine Burke
Janine Burke hat viele Jahre damit verbracht, Vögel und ihre Nester zu beobachten. Dies ist ihre
Geschichte: ein persönliches, breit gefächertes Buch – zum Teil Naturgeschichte und Ästhetik,
zum Teil Memoiren –, das alle begeistern wird, die Natur, Literatur und Kunst lieben.
Janine Burke
Nest
Kunstwerke der Natur
oekom verlag, München
192 Seiten, Hardcover mit Schutzumschlag, 20,– Euro
ISBN: 978-3-96006-011-6
Erscheinungstermin: 04.09.2017
Auch als E-Book erhältlich
GAIA is available online at www.ingentaconnect.com/content/oekom/gaia
www.oekom.de |B 54649 |ISSN 0940-5550 |
GAIAEA 26/4, 297– 368 (2017)
SUSTAINABLE AQUACULTURE
EXNOVATION OF UNSUSTAINABLE TECHNOLOGIES
TRANSDISZIPLINÄRE FORSCHUNG REVISITED
ECOLOGICAL PERSPECTIVES FOR SCIENCE AND SOCIETY
ÖKOLOGISCHE PERSPEKTIVEN FÜR WISSENSCHAFT UND GESELLSCHAFT
ECOLOGICAL PERSPECTIVES FOR SCIENCE AND SOCIETY 26/4(2017): 297– 368
SUSTAINABLE AQUACULTURE |EXNOVATION OF UNSUSTAINABLE TECHNOLOGIES |TRANSDISZIPLINÄRE FORSCHUNG REVISITED
DIE GUTEN SEITEN DER ZUKUNFToekom.de
Mikroplastik, nein danke!
»Auf Plastik verzichten ist nicht nur gut für die Umwelt, es
ist vor allem auch befreiend!«
Nadine Schubert
Sie kaufen möglichst verpackungsfrei und meiden Plastiktüten? Super! Doch nicht immer ist
Plastik auf den ersten Blick sichtbar, z.B. in Form von Mikroplastik. Wo es enthalten ist und was
Sie dagegen tun können, zeigt Nadine Schubert – und präsentiert viele weitere neue Ideen für
ein plastikfreies Leben.
Nadine Schubert
Noch besser leben ohne Plastik
oekom verlag, München
112 Seiten, Broschur, 13,– Euro
ISBN: 978-3-96006-015-4
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4|2017
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360 COMMUNICATIONS |MITTEILUNGEN
1http://europa.eu/rapid/press-release_IP-16-3883_en.htm
social and environmental objectives need
to be integrated in a holistic way in scientif -
ic analysis, governance, problem solving,
and human action (Sachs 2015). Sustain-
able development issues are characterized
by a high degree of complexity, resulting
from mutual interactions between social,
economic, and biophysical systems (Boots-
ma et al. 2014). Consequently, mono-dis-
ciplinary approaches quickly are stretched
to their limits, failing to offer sufficient ex -
plan atory value and feasible practical guid-
ance. Instead it is vital to integrate knowl-
edge and competencies from diverse back-
grounds, by combining various social and
natural sciences.
Therefore, study programmes on sus-
tainable development need to take into ac-
count different perspectives and systems
thinking; the traditional mono-disciplinary
approaches need to be overcome to cope
with highly complex and ill-defined prob-
lems of sustainable development (Posch
and Steiner 2006). Providers of sustainable
development education seem to be largely
aware of this requirement; a recent study
found that there is a rather high degree of
inter- and transdisciplinarity in respective
programmes (Vermeulen et al. 2014).
©2017 T.Brudermann at al.; licensee oekom verlag. This is an
article distributed under the terms of the Creative Commons
Attribution License (http://creativecommons.org/licenses/by/3.0),
which permits unrestricted use, distribution, and reproduction
in any medium, provided the original work is properly cited.
Contact authors: Ass.-Prof.DI Dr. Thomas
Brudermann (corresponding author)|
E-Mail: thomas.brudermann@uni-graz.at
Ao. Prof. Dr. Alfred Posch |
E-Mail: alfred.posch@uni-graz.at
both: University of Graz |Institute of Systems
Sciences, Innovation and Sustainability Research |
Graz |Austria
Prof. Dr.-Ing. Robert Holländer |University of Leip-
zig |Chair Environmental Technology and Environ-
mental Management in SME |Leipzig |Germany |
E-Mail: hollaender@wifa.uni-leipzig.de
Assoc. Prof. Roberto Pastres, PhD |Ca’ Foscari
University di Venezia |Department of Physical
Chemistry |Venice |Italy |E-Mail: pastres@unive.it
Assoc. Prof.Dr. Paul Schot |Utrecht University |
Copernicus Institute of Sustainable
Development |Utrecht |The Netherlands |
E-Mail: p.p.schot@uu.nl
Contact Alliance of Sustainable Universities in Austria:
Vice Rector Prof. Dr. Josef Glössl |University of
Natural Resources and Life Sciences, Vienna
(BOKU)|Gregor-Mendel-Str. 33 |1180 Vienna |
Austria |Tel.: +43 14765410112 |
E-Mail: rektorat@boku.ac.at
riven by environmental pressures (e.g.,
climate change, biodiversity loss, land
use change) and global-scale social issues
(e.g., inequality, poverty, mass migration),
current and upcoming political agendas
have no choice but need to evolve around
sustainable development principles. The
formulation of the 17 Sustainable Develop-
ment Goals(SDGs)by the UnitedNations in
the framework of the 2030 Agenda forSus-
tainable Development is reflecting the in-
creasing relevance of sustainable develop-
ment in international discussions. The EU,
which issued its first sustainable develop-
ment strategy in 2001, committed itself to
the SDGs and recently set out a strategic ap -
proach for achieving sustainable develop-
ment.1
Implementing respective strategies will
require a broad coalition of policy makers,
governments,nongovernmental organiza -
tions, several industry sectors and civil so-
ciety. Universities and higher education in -
stitutions will play a crucial role; after all,
these institutions are the ones that educate
future decision makers and therefore are
responsible for disseminating the knowl-
edge and skills which are necessary to move
forward sustainable development.
Higher Education on Sustainable
Develop ment
Challenges related to sustainable develop-
ment cannot be sufficiently addressed from
a mono-disciplinary perspective: economic,
Integrating Interdisciplinarity
and Internationality in
Sustainable Development
Education
Growing awareness of environmental and social issues in economic development
contributes to move the idea of sustainable development forward. Since 2008,
the Joint International Master in Sustainable Development offers an international and
inter disciplinary approach to the hotly debated topic. It combines the strengths
of the eight partner universities in Europe, Asia and Africa.
Integrating Interdisciplinarity and Internationality in Sustainable Development Education |GAIA 26/4(2017): 360 362
Keywords: higher education, interdisciplinarity, Master Programme, sustainability, transdisciplinarity
D
Thomas Brudermann, Robert Holländer,
Roberto Pastres, Alfred Posch, Paul Schot
https://doi.org/10 .145 12/gaia.26.4.16
360_362_AKon 07.12.17 17:02 Seite 360
>
361COMMUNICATIONS |MITTEILUNGENAllianz Nachhaltige Universitäten in Österreich
personal experience of diversity and inter-
disciplinary, to the need for cooperation be-
tween global north and south, and to the
need for communication between distinct
scientific and professional cultures. The
pan-European perspective offered by the
European universities in the programme
is enriched by partners from India, Japan,
and South Africa.
The programme furthermore comes
with a large degree of flexibility to accom-
modate different student interests as well
as backgrounds; students can choose be-
tween specializations in natural science or
social science tracks. Therefore, the target
group for this programme involves moti-
vated students who have a basic under-
standing of either natural or social scienc -
es and recognize the relevance of sustain-
able development topics.
Structure of the Joint International Master
The Joint International Master in Sustain-
able Development is a full time master pro-
gramme (120 ECTS, four semesters).2
In the first semester, students attend a
basic module at their chosen entrance uni-
versity (Graz, Leipzig, Utrecht, or Venice).
The objective is to provide students with an
introduction to the concept of sustainable
development and its history, key sustain-
able development issues, policy analysis
and assessment as well as approaches to
environmental governance and operation -
al tools. A focus also is placed on the com-
plexity and dynamics of interactions be-
tween natural, social, and economic pro -
cess es and systems on different scales.
The second semester comprises a man -
datory mobility semester; that is, students
attend a specialization track at one of the
partner universities. The consortium offers
specialization tracks from social and nat-
However, the integration of inter- and
transdisciplinarity is only one of the nec-
essary pillars of sustainable development
education: sustainable development chal-
lenges go beyond national borders, thus
strongly requiring international coopera-
tion as well. It only is obvious to also organ -
ize respective academic education accord-
ingly, that means through cross-disciplin -
ar ity and international cooperation.
Joint International Master in
Sustainable Development
The Joint International Master in Sustainable
Development is attending to these principles
and trains students in linking the various
knowledge domains which are relevant for
addressing sustainability issues. Five Euro -
pean and three non-European universities,
all with extensive experience in the field of
sustainability science, have joined forces in
implementing the programme: degrees are
awarded by the University of Graz (Aus-
tria), the University of Leipzig (Germany),
Utrecht University (Netherlands) and Ca’-
Foscari University of Venice (Italy). The
consortium is completed by associated mo-
bility partners, namely the University of Ba -
sel (Switzerland), Hiroshima University (Ja-
pan), Stellenbosch University (South Afri -
ca), and TERI University (India).
The programme not only addresses the
application of specialized scientific knowl-
edge, but also the integration of such knowl-
edge into different perspectives on sustain-
ability challenges and potential solutions.
It offers an interdisciplinary and interna-
tional approach to sustainable development
based on the individual strengths of the
partner universities.
As a research master the programme
prepares students for providing scientifi-
cally grounded inputs into national, sector -
al, supranational, and nongovernmental
sustainable development strategies. More-
over, it by design exposes students to the
GAIA 26/4(2017): 360– 362
Kapp-Forschungspreis
für
Ökologische Ökonomie
Ausschreibung 201
Der Kapp-Forschungspreis für Ökologische Ökono-
mieÛrichtet sich an junge WissenschaftlerinnenÛ
und Wissenschaftler im deutschsprachigen RaumÛ
und soll Studien zur Ökologischen Ökonomie
^+jdern. Für die Ausschreibung 201 lautet die
übergeordnete Themenstellung erneut:
»Wirtschaft ohne Wachstum«
Von Interesse sind wissenschaftliche Beiträge, die
sich den Wachstumsursachen und -zwängen mo-
derner Ökonomien, der (Un-)Vereinbarkeit wirt-
schaftlichen Wachstums mit nachhaltiger Ent-
wicklung sowie den Merkmalen und möglichen
Funktionsweisen einer Wirtschaft ohne Wachstum
widmen.
Berücksichtigt werden folgende Kategorien von
Arbeiten:
~ Dissertationen und Habilitationsschriften.
 Diplom- und Masterarbeiten (keine Bachelor-
arbeiten).
Die Veränderungen, die für eine Wirtschaft ohneÛ
Wachstum erforderlich sind, können kaum ausÛ
einer rein wirtschaftswissenschaftlichen Perspek-
tive allein begründet werden; deshalb sind inter-
und transdisziplinär angelegte Arbeiten (in deut-
scher oder englischer Sprache) bei diesem ThemaÛ
besonders naheliegend.
Das Preisgeld wird auf e]`j]j] afÛ\]jÛI]_]dÛeY¤Û
paeYdÛzwei Preisträger/-innen verteilt und beträgt
insgesamt
5.000 Euro
Interessierte erhalten die BewerbungsunterlagenÛ
über die Geschäftsstelle des Kapp¤Forschungsprei-
ses (Adresse siehe unten). Die BewerbungsfristÛ
endet mit dem
1. März 201
Die Preisträger werden von einer unabhängigen
JuryÛausgewählt. Der Rechtsweg ist ausgeschlossen.
Anforderung der Bewerbungsunterlagen
Dr. Manuel Schneider,
Projektbüro ! make sense !,
Waltherstr. 29, D-80337 München
info@make-sense.org
Der Kapp-Forschungspreis wird
gemeinsam ausgeschrieben von:
der Vereinigung für Ökologische Ökonomie
(VÖÖ) e.V., der Hatzfeldt-Stiftung, der Kapp-
Stiftung, der Selbach-Umwelt-Stiftung sowie der
anstiftung.
2 Detailed information: www.jointdegree.eu/sd.
The Joint International Master prepares students
to contribute to a transition towards
sustainable development.
360_362_AKon 07.12.17 17:02 Seite 361
GAIA 26/4(2017): 360– 362
362 Allianz Nachhaltige Universitäten in ÖsterreichCOMMUNICATIONS |MITTEILUNGEN
ural sciences; for instance, students may
study Sustainable Business Management in
Graz, Resources Management in Leipzig,
Global Environmental Change in Venice, or
Environmental Change and Ecosystems in Ut -
recht. Another option is to take a special-
ization track offered by the mobility part-
ners in Basel and Hiroshima.
In the third semester, students return to
their entrance university to attend an inte -
gration module which aims to integrate the
interdisciplinary sustainable development
concepts and disciplinary perspectives. In
contrast to the disciplinary specialization
in the second semester, the emphasis here
clearly is on interdisciplinary thinking and
problem solving, and therefore on the in-
tegration of diverse approaches and meth-
ods and intense discourse with other scien-
tific disciplines. Students are enabled to ap-
ply the knowledge and scientific skills on
complex issues and to strive for tangible
outcomes in inter- and transdisciplinary
teams; the module also includes the de vel -
opment and training of social skills, such
as teamwork, conflict management, and
project management. In addition to that,
students also have the opportunity to com-
plete a second mobility semester at one of
the partner universities, including TERI
University and Stellenbosch University.
The programme is completed with a
master thesis (30 ECTS) in the fourth se-
mester. The thesis is being assessed by the
respective supervisor of the student at the
entrance university as well as a second read -
er who is affiliated with one of the oth er
consortium universities and has not been
responsible for supervision. In this way,
two independent assessments of the the-
sis are established, guaranteeing a fair and
transparent grading, and simultaneous ly
ensuring a high scientific quality of the re-
search and also further integrating research
be tween the consortium universities.
Experiences and Lessons Learned
Given the interactive nature of the study
programme, only a limited number of stu-
dents is being accepted to the programme
starting each year in October (maximum
15 to 20 per university per year); in order
to be admitted, prospective students need
to apply online by end of March, and are
being informed regarding acceptance after
a careful selection process, which usually
is completed in May. In recent years, the
programme received approximately 200 to
300 applications per year, of which around
25 percent were finally admitted. The in-
ternational and interdisciplinary nature of
the programme attracts students from all
over the world – in the winter term 2017
students from 25 countries and five conti -
nents joined the programme (see figure 1).
Students definitely benefit from the in-
tegrative and multi-disciplinary approach,
which strengthens open-mindedness and
allows developing fast response skills to
complex challenges to be faced in profes-
sional careers. The international approach
of this programme enhances intercultural
understanding and brings internationally
experienced young professionals to the in-
ternational labor markets.
What’s more, also the participating uni -
versities benefit from the programme; the
diversity in the classrooms undoubtedly af-
fects teaching in a positive manner, and the
teaching staff is challenged to extend their
perspectives. Also the students in local pro-
grammes, who share several courses with
students in the Joint Master Programme,
benefit from discussions and from the dif-
ferent perspectives brought to the table by
the international students. Moreover, the
programme facilitates knowledge transfer
among the participating universities, with
positive effects not only on teaching, but al -
so on research cooperation.
The ultimate aim, however, is to enable
successful students to significantly contrib -
ute to a transition towards sustainable de-
velopment, and looking at the career paths
of alumni, the programme seems to deliv-
er on its promises: “sustainers” today hold
management positions in innovative and
green companies, they founded start-ups
and became sustainability entrepreneurs;
“sustainers” furthermore are working for
governmental and nongovernmental orga -
nizations or as policy consultants; and a sig-
nificant share of alumni also used their SD
master degree as a starting point in pursu -
ing an academic career. Spreading out to
such diverse domains definitely can be con-
sidered as one big success of the first ten
years of the programme.
References
Bootsma, M.C., W.J. V. Vermeulen, J. van Dijk, P. P.
Schot. 2014. Added value and constraints of trans -
disciplinary case studies in environmental science
curricula. Corporate Social Responsibility and
Environmental Management 21/3: 155– 166.
Posch, A., G. Steiner. 2006. Integrating research
and teaching on innovation for sustainable
development. International Journal of Sustain-
ability in Higher Education 7/3: 276– 292.
Sachs, J. 2015. The age of sustainable development.
New York: Columbia University Press.
Vermeulen, W.J. V., M.C. Bootsma, M. Tijm. 2014.
Higher education level teaching of (master’s)
programmes in sustainable development: Analysis
of views on prerequisites and practices based on
a worldwide survey. International Journal of Sustain-
able Development and World Ecology 21/5: 430– 448.
FIGURE 1: Welcome meeting for new students from seven European countries, the USA and Bangladesh
starting the Joint International Master in Sustainable Development in Graz (2017).
©Julia Wenger
360_362_AKon 07.12.17 17:02 Seite 362
... The earth is facing serious and urgent sustainability challenges (Rockström et al. 2009;United Nations 2015;IPCC 2018). Addressing these complex sustainable development challenges efficiently in higher education efficiently requires the combination and integration of various disciplines, perspectives and approaches, including combining theory and practice (Bootsma et al. 2014;Wiek et al. 2014;Brudermann et al. 2017). A broad spectrum of transversal skills such as collaboration, critical thinking, persistence and problem solving are needed to succeed in a world faced by global challenges (Monterrey 2015;Portuguez Castro and Gómez Zermeño 2020;Gallagher and Savage 2020). ...
... A broad spectrum of transversal skills such as collaboration, critical thinking, persistence and problem solving are needed to succeed in a world faced by global challenges (Monterrey 2015;Portuguez Castro and Gómez Zermeño 2020;Gallagher and Savage 2020). To contribute to sustainable development and addressing global challenges interdisciplinary collaboration skills are crucial for students to acquire (Tress et al. 2005;Bootsma et al. 2014;Brudermann et al. 2017;Uthrapathi Shakila et al. 2021). ...
... To provide even more contrasting perspectives and thus stimulate boundary-crossing, higher education institutes increasingly join forces to address global issues in the form of interdisciplinary courses which are co-developed and co-taught (Brudermann et al. 2017;Uthrapathi Shakila et al. 2021). Three Dutch universities (Utrecht, Eindhoven and Wageningen University) launched a strategic alliance in 2020 to offer more interdisciplinary courses and to work on societal challenges. ...
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Addressing complex sustainability issues in higher education requires the combination and integration of various disciplines, perspectives and approaches. Challenge-Based Learning (CBL) can support interdisciplinary collaboration on sustainability issues. It requires students to actively explore, discuss, reflect on and integrate information and methods from various disciplines. Online learning could enhance interdisciplinary collaboration since it is associated with greater geographical and educational flexibility and accessibility. Applying an active learning approach such as CBL in an online setting is believed to support interdisciplinary learning and collaboration. We present a case study that took place in a 10-week online interdisciplinary, inter-university undergraduate course on sustainability education. Our research is based on well-known online learning theories “Transactional distance” and “Community of Inquiry” (CoI). The aim of this study was to investigate how transactional distance, presence and (online) interdisciplinary learning are perceived by students. 23 undergraduate students from three universities were enrolled in the course. Quantitative survey data (N = 13) and qualitative data from student reflection papers and interviews (N = 15) were collected. Students perceived low levels of transactional distance and high levels of presence. Unexpectedly, a small increase in perceived distance between students was measured which could be explained by reported limitations of the course design. Students valued the open, interactive and creative character of the course and the online format was not perceived as hindering. Students reflected on interdisciplinary competences that they developed during the course. This study is a first step towards future national as well as international interdisciplinary, inter-university educational collaboration on sustainability issues.
... Inter-and trans-disciplinary thinking are elementary, but not the only basis, in ESD. Sustainable development topics cannot be sufficiently covered on national levels, but require international cooperation; including the international perspective is crucial for ESD, and it has been argued that it is only obvious to also organize ESD through international cooperation between higher education institutions [17]. Internationalization clearly is one of the key dimensions of higher education for sustainable development. ...
... (a) Students joining an internationally-organized bachelor's or master's program experience different learning environments and profit from the SD related knowledge from different universities, their individual strengths, and their various perspectives [17]. Moreover, students with different citizenships, jointly attending classes, provide their classmates with new background information, but also case studies (e.g., SD problems in industrialized versus emerging economies) or data sources and potential solution strategies [26]. ...
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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.
... Links established between universities, can strengthen sustainable development through international cooperation and benchmarking (Vesperi et al., 2024); exchanging knowledge and sustainable practices; holding trainings, seminars, conferences. The result of interaction between universities could introduce the joint educational programs on sustainable development (Vesperi et al., 2023), such as the Joint International Master in Sustainable Development launched by the joint efforts of eight universities from three different continents (Brudermann et al., 2017). ...
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... The description of the multiplicity of such variations of 'cross-disciplinarity' and their organization into a coherent framework has become the focus of important theoretical contributions [26][27][28][29][30][31]. The need for adopting a cross-disciplinary approach for sustainable-development education has been raised by several authors [23,[32][33][34][35][36] However, the mechanisms and outcomes of such an approach are still a matter of research [37]. ...
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One of the main challenges in sustainability discourse is its multifaceted nature often requiring that many different disciplines must cooperate in order to achieve progress. This issue also concerns sustainability education. In the article, we highlighted the experiences from the international cooperation of university teachers and researchers with highly diverse professional backgrounds who worked together on developing educational materials for university students in sustainability-oriented courses. The study is based on qualitative, participatory evaluation research, applying two rounds of open-ended questionnaires distributed to the same respondents (n = 18). For the analysis, we used the open-coding procedure for identifying the main categories. The results show some of the opportunities and barriers that emerged in the process of this cooperation. In particular, we discuss the issues related to the high heterogeneity of the group, such as the clashes of the different perspectives on the topics covered, group dynamics issues, trust, facilitation challenges, and also opportunities that such heterogeneity offers. We highlight the importance of open reflectivity in sustainability-oriented educational projects as the key to their successful implementation. Finally, we believe that results of this participatory study are useful in designing new projects aiming at further improvement of academic education in sustainability and sustainable development.
... The description of the multiplicity of such variations of 'cross-disciplinarity' and their organization into a coherent framework has become the focus of important theoretical contributions [26][27][28][29][30][31]. The need for adopting a cross-disciplinary approach for sustainable-development education has been raised by several authors [23,[32][33][34][35][36] However, the mechanisms and outcomes of such an approach are still a matter of research [37]. ...
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Full-text available
One of the main challenges in sustainability discourse is its multifaceted nature often requiring that many different disciplines must cooperate in order to achieve progress. This issue also concerns sustainability education. In the article, we highlighted the experiences from the international cooperation of university teachers and researchers with highly diverse professional backgrounds who worked together on developing educational materials for university students in sustainability-oriented courses. The study is based on qualitative, participatory evaluation research, applying two rounds of open-ended questionnaires distributed to the same respondents (n = 18). For the analysis, we used the open-coding procedure for identifying the main categories. The results show some of the opportunities and barriers that emerged in the process of this cooperation. In particular, we discuss the issues related to the high heterogeneity of the group, such as the clashes of the different perspectives on the topics covered, group dynamics issues, trust, facilitation challenges, and also opportunities that such heterogeneity offers. We highlight the importance of open reflectivity in sustainability-oriented educational projects as the key to their successful implementation. Finally, we believe that results of this participatory study are useful in designing new projects aiming at further improvement of academic education in sustainability and sustainable development.
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Goal: The growing complexity of problems induces the use of multi- and interdisciplinary approaches in their solution. This situation occurs in a number of fields, including in the field of Education. The results of research from the interdisciplinary point of view in Education are presented in several journals, addressing different subjects, which prevents a holistic view on the development of this area. In order to fill this gap, this article aims to study interdisciplinarity in education in order to understand how the concept of interdisciplinarity has been applied in this area. Design / Methodology / Approach: It consists of a bibliographical survey, with articles indexed in the SCOPUS database. The selection of articles was limited to a transversal research in the literature from 2014 to 2018, using the following keywords: interdisciplinarity and higher education. Limitations of the investigation: Through the methodology used, 60 articles were selected. Results: Few articles were related to interdisciplinary practices, demonstrating the need for research to cover this gap. Practical implications: Although the subject began in the 1970s, there is still much to be researched regarding interdisciplinarity in education, to allow a better dissemination and practice thereof, so that students have a systemic view of current complexity. Originality/ Value: The study points out a gap in the literature, and the quantitative results suggest that there is a greater deficiency of works directed to the application of the interdisciplinary approach in the development of this aspect for the improvement of society.
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The concept of sustainable development (SD) has highly been debated since it was presented 25 years ago, with ‘hard science’ approaches on one side and more process-oriented approaches on the other side. Academic teaching in SD has emerged in response to this in very different contexts, partly mirroring this academic debate. Some master’s programmes in SD take a strong science approach, while other programmes focus on the process of implementing sustainability projects, sometimes connected with forms of action research and teaching. In this article, we identify diverse views on the concept of SD as well as views on most relevant modes of teaching. We discuss core competencies required for sustainability professionals in their working practices and we organise them in three main clusters: Know, Interact and Be (KIB). The article presents the results of a worldwide survey, which addresses these visions on the concept of SD, the capabilities needed for ‘sustainable development professionals’ and the teaching approach needed. The analysis is based on the responses of 54 lecturers and 287 students active in 34 SD master’s programmes on all continents. The results of this worldwide survey are discussed. We observe in practice some gaps between preferences and practice. Looking at what both lecturers and students see as essential topics to address, some topics get relatively less attention (like the population issue). The identified core competencies (KIB) are supported and all addressed in practice, while the ‘Be’ competencies receive relatively less attention. Suggested consequences for academic teaching include a further matching of programmes with perceived needs and bridging the gap between the experienced teaching approaches in practice with such identified needs.
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Sustainable development issues are characterised by their multidisciplinary character, and the fact they are not merely an academic exercise but pertain to real-world problems. Academic sustainable development curricula should therefore not only focus on developing the analytical and research skills and theoretical and professional knowledge of their students; they should also include real-world learning opportunities in the curriculum. This paper evaluates the added value and constraints associated with a specific type of real-world learning called transdisciplinary learning, based on the experiences with three courses from the undergraduate and graduate Environmental Sciences curriculum of Utrecht University, the Netherlands. In these courses, students carry out a small multidisciplinary research project or a consultancy project for a real-life client. It is concluded that transdisciplinary courses have clear added value for students, involved stakeholders, and the university alike, making them an essential part of the sustainable development curricula. The main constraint is the balance between academic quality (grading) vs stakeholder satisfaction. Although time investments for adequate problem definition with clients may constitute a constraint for university supervisors, it has the potential added value of sparking research cooperation with societal stakeholders, and internships and employment opportunities for graduates. Copyright © 2013 John Wiley & Sons, Ltd and ERP Environment.
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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.