Creating Transdisciplinary Teaching Spaces. Cooperation of Universities and Non-University Partners to Design Higher Education for Regional Sustainable Transition

Hoinle, Birgit; Roose, Ilka; Shekhar, Himanshu

doi:10.3390/su13073680

Cited by 23 publications

(25 citation statements)

References 19 publications

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“…Commonalities were formed by the common topics and interests that were shared by the group as well as the sharing of personal experiences, feelings, intentions, and goals. This proves the study of Hoinle et al (2021), in which the socio-emotional relationship dimension and collective decision-making processes between university and non-university participants of transdisciplinary learning spaces are highlighted as crucially important for the success of cooperative and transformative teaching spaces.…”

Section: Discussionmentioning

confidence: 61%

Overcoming physical distancing in online communities to create human spaces for societal transformations

Westermann

Doll

Duprés

et al. 2021

JWAM

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PurposeHow can social presence, participation and a sense of community be formed in an online setting without compromising on social connectedness through physical distancing? Under consideration of the goals for an Education for Sustainable Development, transformative science and the social techniques of Theory U, developed by Otto Scharmer (2016), an online Community of Inquiry of researchers, practitioners and learners was to be developed, followed and observed to discuss the question whether and how it was possible to create an awareness-based, future-oriented and socially committed online community that would enrich social transformation processes.Design/methodology/approachMethods of 1st, 2nd and 3rd person research were applied, as well as group discussions, one Mentimeter survey and one standardised questionnaire with an open question.FindingsResults indicate that it is not only possible to create a feeling of community in an online setting, but also point to the terms and conditions which act as enablers and influencers, like seeing each other face-to-face, collective check-ins and check-outs as well as small group break-out sessions. Video conferencing and the practicing of rules of conduct and communication, also referred to as netiquette, enable a transcendence of the physical distance to reach a feeling of belonging and social presence in the perception of the participants.Originality/valueIn line with global sustainable development, the study also sets an example for how to reduce personal emissions when planning an international conference. Also, it shows how to create online spaces to connect people worldwide, which will support to take over responsibilities as world citizens.

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Section: Discussionmentioning

confidence: 61%

Overcoming physical distancing in online communities to create human spaces for societal transformations

Westermann

Doll

Duprés

et al. 2021

JWAM

View full text Add to dashboard Cite

show abstract

“…It also forced students to engage with an under-recognised place and community. Hoinle et al [24] identify the merits of cooperation between university and non-academic regional partners for sustainability education as being awareness and network building. In the case of this collaboration, a graduate from the course is now employed by the organisation as a service designer.…”

Section: Where Students Learnmentioning

confidence: 99%

Sustainable Design Masters: Increasing the Sustainability Literacy of Designers

Micklethwaite

2022

Sustainability

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This paper examines student learning in the Master of Arts in Sustainable Design course at Kingston School of Art, Kingston University London. It considers what designers learn, how they learn and where they learn, in a postgraduate course that seeks to enable them to direct their practice towards sustainability by increasing their sustainability literacy. The paper reviews the learning experiences of students, and the curriculum structures and approaches used to serve those experiences. The story of the course is told here by the course leader of ten years, using student outputs to illustrate the argument made for a sustainable design pedagogy. The key principles of this pedagogy are (1) sustainability is a social, not just an environmental, agenda; (2) sustainability presents us with ‘wicked problems’, which have no right or wrong answers; (3) sustainability-directed design practice arises from the sustainability literacy of the designer; (4) sustainability derives from mindsets and worldviews, not just methods and materials; and (5) sustainability is an emergent property of systems, not a quality of products. This combination has generated a distinctive model of postgraduate sustainable design education, which seeks to equip students with a ‘mastery’ of how to put into practice their own visions of sustainable design.

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“…Sustainability perspectives have been touched different domains such as higher education [15] and product innovation to achieve sustainable development goals (SDG). Sustainability has a link to product innovation [16,17] due to the importance of the topic.…”

Section: Innovation For Sustainable Product Designmentioning

confidence: 99%

A Case Study of University–Industry Collaboration for Sustainable Furniture Design

2021

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This paper describes the importance of including a Human-Centred Design (HCD) approach for successful university–industry collaboration. We detail user surveys and user evaluation techniques to engage end-users for the rejuvenation of manufacturing industries through sustainable product development. There are numerous studies describing the importance of university–industry collaboration; however, very few portray the detailed working relationships necessary to fulfil both the university and the industry agenda. This paper explores a joint project between a prominent Melbourne-based university and a government organisation from Malaysia. The intention was to innovate a range of furniture for Malaysian dormitories to stimulate the local manufacturing sector and provide high-value product applications for Malaysia’s abundant timber sector. By detailing a HCD approach, we reveal how to better direct the design outcomes to accurately reflect the research intent. This is detailed through a case study showing how the research data was translated into final product concepts influenced by end-users and collaboration with the industry stakeholders. The resulting products are a range of sustainable, modular dormitory furniture with a direct route to market. Finally, we provide the lessons learned and suggestions for developing sustainable products through university–industry collaboration.

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Creating Transdisciplinary Teaching Spaces. Cooperation of Universities and Non-University Partners to Design Higher Education for Regional Sustainable Transition

Cited by 23 publications

References 19 publications

Overcoming physical distancing in online communities to create human spaces for societal transformations

Overcoming physical distancing in online communities to create human spaces for societal transformations

Sustainable Design Masters: Increasing the Sustainability Literacy of Designers

A Case Study of University–Industry Collaboration for Sustainable Furniture Design

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