Embedding sustainability learning pathways across the university

Marcus, Jean; Coops, Nicholas C.; Ellis, Shona; Robinson, John

doi:10.1016/j.cosust.2015.07.012

Cited by 24 publications

(19 citation statements)

References 16 publications

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“…By deliberately establishing a link to the concept of sustainability transfer, the potential, but also the limits, can be more clearly identified. In teaching, practitioner-university partnerships can enhance the practical focus of the degree programs, improve professional qualification of students, and support integrated competence orientation during studies [22]. Sustainability transfer can thus be a concrete implementation element of ESD.…”

Section: Discussion and Outlook: What Does Sustainability Transfer Mementioning

confidence: 99%

“…Sustainability transfer in teaching should work towards sustainable development through ESD. This entails content-related and methodological-didactic requirements for universities, such as dealing with real-life, job, or training-related sustainability problems [22]. Teaching formats, such as projects related to the degree program (learning in real-world situations), Sustainability 2020, 12, 2925 5 of 21 are suitable for this purpose.…”

Section: Sustainable Development As a Focal Area-with The Focus On Tementioning

confidence: 99%

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Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation

et al. 2020

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Higher education institutions (HEIs) are increasingly confronted with societal needs beyond research and teaching. These include sustainable development and technology transfer as well as the practical application of knowledge and ideas. Several HEIs already put sustainable development and transfer into practice. These practitioner-university partnerships comprise a broad range of actors, disciplines, topics, and formats. However, transfer activities that contribute to sustainable development in society still make up only a very small part of HEIs' activities. In response to calls from society as a whole, HEIs could combine transfer and sustainable development more systematically. In this article, we suggest a concept of transfer for sustainable development. The focus is on sustainability transfer in teaching. We used mixed methods for this conceptual work: exploratory workshops, expert interviews, and a case study of transfer in teaching. One of the results presented in this article is a working definition of sustainability transfer at HEIs. In addition, six characteristics for describing sustainability transfer in its various forms are formulated. This conceptualization makes it possible to analyze the diversity of HEIs' sustainability transfer activities, it helps to identify and encourage potential transfer actors at HEIs as well as practitioners, and, thus, tap the full potential of sustainability transfer.

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Section: Discussion and Outlook: What Does Sustainability Transfer Mementioning

confidence: 99%

Section: Sustainable Development As a Focal Area-with The Focus On Tementioning

confidence: 99%

Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation

et al. 2020

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“…An experiential approach goes in line with the change of emphasis based on the Bologna declaration for education, focusing on learning outcomes and competences through meeting the needs of the labour market (employability) and a transition from a teaching to a learning approach (Bologna working group on qualifications frameworks, 2005). From the university's point of view, the campus can thus become an experiential learning test-bed for solutions to the challenge of sustainability (Marcus, Coops, Ellis, & Robinson, 2015). For instance, Zen (2017) proposes that the way living labs expose 'the campus society to the environment' they lead to 'accelerating the integration of sustainability science in the academic society' (pp.…”

Section: Students' Experiential Learningmentioning

confidence: 99%

“…Thereafter, they continued working together in their home universities to fulfil the assignments on sustainable marine aquaculture. As Marcus et al (2015) propose, the campuses at Tjärnö and Kristineberg constitute experiential learning test-beds: the students can better relate to the environmental issues since they are there, where the challenges of sustainability can be seen, reflected upon and handled. The type of living lab can also combine operation, teaching and research (Robinson et al, 2011), for instance by students' testing new tools, equipment, systems or analytical frameworks.…”

Section: Marine Aquaculture Phd Coursementioning

confidence: 99%

Student living labs as innovation arenas for sustainable tourism

Jernsand

2019

Tourism Recreation Research

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This paper aims to explore sustainable tourism in relation to the concept of student living labs, defined as spaces for open innovation, co-creation and experimentation in real-life settings with students. Although these features are vital for the tourism industry, living labs are seldom discussed nor used in tourism research, education and practice. To illustrate living labs' organisation, facilitation and impediments, the author uses an ethnographic description and analysis of five different experiences that have the characteristics of living labs. The findings show that tourism living labs offer students opportunities for hands-on engagement in the co-creation and testing of frontier solutions with private, public and civil society sector partners. They also enhance social inclusion, environmental responsibility and lifelong learning. For the tourism industry, labs can offer new knowledge; more, extended and deepened relationships; and opportunities to find an educated workforce. The challenges include project timeframes; documentation and information; equality among participants: the size of student groups; and the resources of the university. The article stresses the importance of recognising and handling the challenges that come with the introduction of living labs in a tourism context.

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“…Most of the research studies in the literature and international organizations initiatives in the field of education for sustainable development have underlined the importance of transferring the existing needs and frameworks (as competencies maps, skill cards, curricula etc.) into practice by trying to adapt them to the local context [3][4][5][6][7]. The main promotors of such researches and of best practices are the following journals: Journal of Education for Sustainable Development, International Journal of Sustainability in Higher Education and the Journal of Sustainability Education, but the subject is tacked also by other journal (e.g.…”

Section: Introductionmentioning

confidence: 99%

Education for sustainable development

Drăghici

2019

MATEC Web Conf.

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Education for sustainable development in an intense subject and dissemination of good practices are of tremendous need for actors of academia and for those of vocational education, too. Managers and employees must extend their current skills related to sustainability and become leaders in the field. The article presents the last years’ experience on the development of a skills development schema on leadership in sustainability and teaching and educating sustainability. These two training skills and the related training materials have been developed through two international projects and partnerships at the European level: (1) LeadSUS - Leadership in sustainability – Sustainability Manager, (2013-1-RO1-LEO05 – 28771) developed from 2013 to 2016 and having impact on a target group consisting of companies’ employees (most of them managers); (2) TeachSUS - Teaching and educating for Sustainability, (2018-1-R001-KA204-049253) that will be develop from 2018 to 2020 and that will target vocational education and training (VET) actors. After a brief presentation of developed skill cards related to educational programs in sustainable development filed, a critical analysis of the implementation potential will underline the strengths and weakness of the actual educational system of higher education to assimilate and implement the proposals (tested and validated with a significant group of trainees).

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Embedding sustainability learning pathways across the university

Cited by 24 publications

References 16 publications

Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation

Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation

Student living labs as innovation arenas for sustainable tourism

Education for sustainable development

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