Facilitating Transformation and Competence Development in Sustainable Agriculture University Education: An Experiential and Action Oriented Approach

Migliorini, Paola; Lieblein, Geir

doi:10.3390/su8121243

Cited by 22 publications

(22 citation statements)

References 23 publications

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“…At the same time, the HE programmes could increase the level of the student’s food citizenship through enlarging their knowledge related to SFS and through the facilitation of their acting skills. Undoubtedly, this will require alternative teaching approaches such as action learning (Migliorini and Lieblein, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…Education is not a transfer of knowledge, but a space of dialogue to increase the creativity of individuals and groups. It focusses on the capacity of people to discover their vital interests and allows them to freely express their own reflections based on both their experiences and discoveries (Migliorini and Lieblein, 2016). However, experiential learning is at a tipping point where it needs to transition from the enthusiasts towards the mainstream of academics that require local or regional evidence that experiential learning and its assessment are both beneficial and manageable (Quinn and Shurville, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Students’ knowledge and expectations about sustainable food systems in higher education

Migliorini

Wezel

Veromann

et al. 2020

IJSHE

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Purpose To clarify needs and requests of the young generation to the contemporary and future education on food systems, this paper aims to examine the following issues: students’ background knowledge, students’ behaviour as consumers and food citizenship, most interesting topics of SFS for students and students’ preferences and expectations in developing different skills, topics and preferences in teaching/learning methods. Design/methodology/approach This study was performed as an online-survey amongst eight European Universities in seven European Union (EU) countries to which 1,122 students responded. Data was analysed with descriptive and multivariate statistical analyses. Findings Taste and Health are the most important values and motives that influence students’ food buying and consumption decisions, but significant differences were found amongst students from different universities and countries. The most important topics for students for future teaching courses are “organic food”, “fair trade”, “organic agriculture” and most important skills to learn are “ability to make a judgement and justify decisions” and the “ability to create and innovate”. Excursions and field trips as teaching methods was given the highest ranks. Research limitations/implications Different study programmes and cultural backgrounds of the participating students in the different universities could be a limiting factor for the interpretation of some results. Originality/value These results provide a basis for improvement of higher education in the EU towards sustainable food systems based on experiential learning/teaching methods.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students’ knowledge and expectations about sustainable food systems in higher education

Migliorini

Wezel

Veromann

et al. 2020

IJSHE

Self Cite

View full text Add to dashboard Cite

show abstract

“…It refers to a concept of experiential and action-oriented approaches by encouraging students to jointly work on projects with external communities as well as organize an open platform to share their innovative projects enhancing sustainability to the public. This is supported by Migliorini and Lieblein [46], who demonstrated success in applying this concept, resulting in an improvement of the student's core competencies for sustainable agriculture education. Furthermore, Caniglia et al [47] concluded that an action-oriented approach is a key success factor in cultivating sustainability knowledge for students due to the complexity of sustainability contexts requiring a variety of knowledge to be integrated for solutions.…”

Section: Figure 1 Weighting Results On Developed Sustainability Dimensions and Issues By Expertsmentioning

confidence: 87%

Investigating the Critical Issues for Enhancing Sustainability in Higher Education Institutes in Thailand

Tabucanon¹,

Sahavacharin²,

Rathviboon³

et al. 2021

IJSDP

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Higher Education Institutions (HEIs), by and large, have increasingly committed to integrate sustainable development (SD) into their policies, practices, and programs. Recently, there have been several sustainability assessment tools specifically developed for HEIs. Many HEIs, especially small-to-middle sized HEIs in Thailand, are planning to enhance SD but are reluctant due to resource requirements. This study was conducted to investigate important sustainability implementation issues, including the effect of HEI sizes and UI GreenMetric participation. A weighting approach on sustainability dimensions and issues was utilized, and HEI’s sustainability reports and official websites were reviewed to evaluate their sustainability performance of large-, middle-, and small-sized HEIs as well as UI GreenMetric participants and non-participants in Thailand. The findings reveal that the issues of the sustainability-integrated vision and strategy, safety and well-being, waste, and the SD-enhancing educational system were fundamentally critical for HEI sustainability. Moreover, most of the large-sized HEIs in Thailand that participated in UI GreenMetric were evaluated to have higher sustainability performance than others, apparently in administration, environment, and education/research dimensions. This study supports the necessity for a sustainability assessment tool for HEIs.

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“…In addition, many scholars have also conducted in-depth discussions on ways to achieve the sustainable development of agriculture; for instance, precision agriculture [19], developing microorganisms as bio-fertilizers [20], reducing use of inorganic fertilizers [21] and insecticides [22], alpine agriculture [23], multifunctional farming [24,25], and sustainable agriculture and food systems education [26][27][28]. In summary, the evaluation of sustainable development capability of agriculture is a comprehensive and complicated system and involves all aspects of the economy, environment, and society.…”

Section: Evaluation Of Sustainable Development Of Agriculturementioning

confidence: 99%

Evaluation and Influencing Factors of Sustainable Development Capability of Agriculture in Countries along the Belt and Road Route

Wang

Chen

2019

Sustainability

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Agriculture is increasingly facing major challenges such as climate change, scarcity of natural resources, and changing societal demands. To tackle these challenges, there is a pressing need to evolve towards more sustainable agricultural practices. As a result, sustainability stands among the most relevant topics in agricultural research worldwide, and countries along the Belt and Road (B&R) route are no exception. This paper selected 25 indicators from the five subsystems of population, society, economy, environment, and resources in order to build an evaluation index system of agricultural sustainable development capability, and then it used an improved entropy weight method, technique for ordering preference by similarity to an ideal solution (TOPSIS), and coordination degree method to measure the comprehensive capability and coordination of agricultural sustainable development of all countries along the B&R route from 2006 to 2015. First, according to the time dimension, the comprehensive score of sustainable development capability of agriculture along the B&R route: This had an average annual score of 0.3195 which initially decreased, then increased in a fluctuating manner, before finally falling again. Second, according to the spatial dimension, the average comprehensive score of agricultural sustainable development capability showed an evolutionary trend of ‘high–low–high–low–high’ from west to east, which showed an obvious basic spatial pattern of the ‘W’ type. Third, from the perspective of the subsystems of agriculture, although the coordination degree among subsystems in the main grain-producing areas increased continually from 2006 to 2015, the overall level of development needed to be further improved. In order to further clarify the main factors affecting the capability of agricultural sustainable development, this paper selected six explanatory variables: The level of economic development, financial expenditure for agriculture, agricultural foreign direct investment, agricultural labor force, the intensity of agricultural R&D investment, and the level of agricultural informatization. Then, geographically and temporally weighted regression was applied to evaluate the direction and degree of influences of selected factors on sustainability development capability of agriculture. The results showed that the regression coefficients of each variable in 53 countries were positive or negative, which indicated that the influencing factors of agricultural sustainable development capacity had the characteristics of geospatial nonstationarity.

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Facilitating Transformation and Competence Development in Sustainable Agriculture University Education: An Experiential and Action Oriented Approach

Cited by 22 publications

References 23 publications

Students’ knowledge and expectations about sustainable food systems in higher education

Students’ knowledge and expectations about sustainable food systems in higher education

Investigating the Critical Issues for Enhancing Sustainability in Higher Education Institutes in Thailand

Evaluation and Influencing Factors of Sustainable Development Capability of Agriculture in Countries along the Belt and Road Route

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