Future-oriented higher education: Which key competencies should be fostered through university teaching and learning?

Rieckmann, Marco

doi:10.1016/j.futures.2011.09.005

Cited by 749 publications

(718 citation statements)

References 17 publications

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“…2, and text box 1). The notion of competence has been explored by various authors with a focus on addressing societal sustainability challenges (e.g., Barth et al 2007;Rieckman 2012;Wals 2010a;Wiek et al 2011). In this study, the RRI competence is defined as an overarching and multi-dimensional competence that can be conducive to RRI.…”

Section: Rri Students' Competencies To Be Embedded In Curriculamentioning

confidence: 99%

(Re-)designing higher education curricula in times of systemic dysfunction: a responsible research and innovation perspective

Tassone

O’Mahony

McKenna³

et al. 2017

High Educ

102

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There is an urgent need to address the grand sustainability challenges of our time, and to explore new and more responsible ways of operating, researching, and innovating that enable society to respond to these challenges. The emergent Responsible Research and Innovation (RRI) policy agenda can act as a catalyst towards the development of new and more responsible research and innovation efforts. Inevitably, higher education needs to be closely attuned to this need and agenda, by preparing students to engage in RRI efforts. This paper makes a first step towards guiding the embedding of RRI within higher education. It does so by bringing together academic knowledge with phronesis or practical knowledge about what should be done in an ethical, political, and practical sense. It draws on a literature review and on the reflective practices of partners in the European Commission funded project EnRRICH (Enhancing Responsible Research and Innovation through Curricula in Higher Education), as well as on interviews and case studies gathered as part of the project. The paper suggests elements, especially design principles and a competence framework, for (re)designing curricula and pedagogies to equip higher education students to be and to become responsible actors, researchers, and innovators in a complex world, and to address grand sustainability challenges. In addition, this paper proposes that contemporary higher education teaching and learning policies and strategies, especially those promoting neoliberal agendas and marketized practices, need to adopt a more responsible and responsive ethos to foster the renewal of higher education in times of systemic dysfunction.High Educ

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Section: Rri Students' Competencies To Be Embedded In Curriculamentioning

confidence: 99%

(Re-)designing higher education curricula in times of systemic dysfunction: a responsible research and innovation perspective

Tassone

O’Mahony

McKenna³

et al. 2017

High Educ

102

View full text Add to dashboard Cite

show abstract

“…Similarly, Cabrian and Junyent (2014) have developed a theorethical framework of professional competencies, focused on future orientated skills that involve complexity strategies, critical thinking, decision making and the interconnectedness of disciplines (Cebrian & Junyen, 2014). Competencies are characterized as individual dispositions to self-organization that include cognitive, affective, intentional, and behavioral aspects to facilitate self-organizing actions in various complex situations (Rieckmann, 2012). It is essential to keep a holistic vision of competencies in mind, that contain cognitive, emotional, and social components; as well as behavioral aspects, and general aptitudes (Singh, 2015).…”

Section: Defining Esd Competenciesmentioning

confidence: 99%

“…A functioning competency framework requires an intersecting, multifunctional and contextoriented set of skills and strategies. This requires transversal, multifunctional, and contextoriented competencies (Rieckmann, 2012).…”

Section: Defining Esd Competenciesmentioning

confidence: 99%

Meeting the Challenges of ESD Competency – Based Curriculum in a Vocational School Setting

Iliško

Oļehnoviča

Ostrovska

et al. 2017

Discourse and Communication for Sustainable Education

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Sustainability is becoming an integral part of vocational schools since schools are called to respond to the environmental crises and unsustainability issues in the community as well as to an unsustainable economic development. Vocational schools have to play a significant role is re-orienting studentsí frames of reference towards sustainability for a well-being of the Earth.The aim of the article is to explore teachersí views on their gains of integrating sustainability and the use of sustainability pedagogies as a result of participation in three years long international project. The article reflects on teachersí efforts of reorienting the curriculum of a vocational school towards sustainability within the framework of the international Erasmus+ project ìMethods for ESD ñ competencies and curriculaî (MetESD), led by Vechta University.

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“…In recent years, the debate about education provision in both formal and informal settings has been shaped by the concept of competence, the result of an individualisation of society concerns, where learning and education become the responsibility of the individual (Jarvis et al, 2004). Nevertheless, abilities of critical thinking, problem-solving and cooperation are dimensions which can help determine level of education achieved (Rieckmann, 2012). ICT can support these abilities (Passey, 2014), and, at the same time, can influence learning experiences (affecting the organisation of a school, daily class practice and managing the processes of learning).…”

Section: Formal Non-formal and Informal Learning -The Technology Conmentioning

confidence: 99%

Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

Radović

Passey

2016

The Curriculum Journal

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The aim of this paper is to explore further an under-developed area -how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically-based resources to support mathematics learning across informal, nonformal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11-to 14-yearold pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of 'extended pedagogies' is introduced; implications are outlined.

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Future-oriented higher education: Which key competencies should be fostered through university teaching and learning?

Cited by 749 publications

References 17 publications

(Re-)designing higher education curricula in times of systemic dysfunction: a responsible research and innovation perspective

(Re-)designing higher education curricula in times of systemic dysfunction: a responsible research and innovation perspective

Meeting the Challenges of ESD Competency – Based Curriculum in a Vocational School Setting

Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

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