Axiom 1: The Existential-Anthropological Axiom

Faßhauer, Uwe

doi:10.13109/9783666451904.75

Cited by 3 publications

(1 citation statement)

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“…Furthermore, sustainability governance will increasingly be based on a whole-institution approach From our experience, the Theme-Centered Interaction (TCI) approach is especially helpful for dealing with emerging topics and for integrating all kinds of disturbances (e.g., personal irritation, side talks, group conflicts, or arising needs) that would otherwise negatively impact the learning process [69]. Moreover, it accounts for both the relative autonomy and interdependence of human beings [70]-facilitating mutual respect and self-responsibility at the same time-and thus, sets the stage for co-creative learning and working. As a principles-based approach, it can theoretically be used with all kinds of group settings, regardless of the underlying worldview, and seems to be a promising approach for gently paving the way toward integrative education of HEIs 4.0.…”

Section: University 40 Practices For Education Research and Governancementioning

confidence: 99%

University 4.0: Promoting the Transformation of Higher Education Institutions toward Sustainable Development

2020

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Higher education institutions (HEIs) could act as pivotal change agents for sustainable development (SD) in times of global climate action. However, HEIs have to respond to increasingly complex demands simultaneously, such as massification, globalization, marketization, and digitalization. Based on Graves’ model of systemic development, this paper discusses two main strategies to deal with increased complexity in order to meet the challenge of SD: (a) Promoting general systemic development of a given HEI, progressively opening up to various stakeholders and focusing on co-creative collaboration, and (b) participating in inter-organizational networks to find inspiration for dealing with challenging trends. Four distinct phases of higher education development are presented. It is argued that transdisciplinary research and research-based learning will increasingly be needed for tackling societal issues and that HEIs should address different organizational subsystems individually. Furthermore, four types of inter-organizational networks are proposed and implications for network management are discussed. A case study of the HOCH-N network illustrates the practical application of the presented ideas. Finally, adopting a multi-dimensional and networked organizational model as an integrative University 4.0 is argued to be suitable for increasing the capacity to deal with complexity, thus meeting the challenge of sustainable development.

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Section: University 40 Practices For Education Research and Governancementioning

confidence: 99%