Global inequality and poverty in perspectives of geography

Altmann, Michael; Eisenreich, Sophie; Lehner, Daniela; Moser, Stefanie; Neidl, Tobias; Rüscher, Valentina; Vogeler, Thilo

doi:10.1108/17504971311328044

Cited by 18 publications

(7 citation statements)

References 26 publications

(21 reference statements)

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“…The most common example is engendered CO 2 emissions, and therefore this will be focused on in this approach. In order to give an example of the graphical appearance of the global data used by the GCDB method, trends for the driving forces of global change demonstrate the relative importance of effects on the climate caused by different aspects of the human impact on CO 2 concentration (compare Figure 16 and [Altmann et al, 2013;Öttl et al, 2014]).…”

Section: Growth Of Energy Demand: Mapping Temporal Dynamicsmentioning

confidence: 99%

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2018

Foresight and STI Governance

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Foresight and STI Governance is an international interdisciplinary peer-reviewed openaccess journal. It publishes original research articles, offering new theoretical insights and practice-oriented knowledge in important areas of strategic planning and the creation of science, technology, and innovation (STI) policy, and it examines possible and alternative futures in all human endeavors in order to make such insights available to the right person at the right time to ensure the right decision. The journal acts as a scientific forum, contributing to the interaction between researchers, policy makers, and other actors involved in innovation processes. It encompasses all facets of STI policy and the creation of technological, managerial, product, and social innovations. Foresight and STI Governance welcomes works from scholars based in all parts of the world. Topics covered include: • Foresight methodologies and best practices; • Long-term socioeconomic priorities for strategic planning and policy making; • Innovative strategies at the national, regional, sectoral, and corporate levels; • The development of National Innovation Systems; • The exploration of the innovation lifecycle from idea to market; • Technological trends, breakthroughs, and grand challenges; • Technological change and its implications for economy, policy-making, and society; • Corporate innovation management; • Human capital in STI; and many others. The target audience of the journal comprises research scholars, university professors, postgraduates, policy-makers, business people, the expert community, undergraduates, and others who are interested in S&T and innovation analyses, foresight studies, and policy issues.

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Section: Growth Of Energy Demand: Mapping Temporal Dynamicsmentioning

confidence: 99%

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2018

Foresight and STI Governance

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“…In order to give an example of the graphical appearance of the global data used for T 5 , trends for the driving forces of global change demonstrate the relative importance of effects on the climate caused by different aspects of human impact on CO 2 concentration (compare Figure 3 and Altmann et al, 2013;Öttl et al, 2014;Ikwaba and Uhomoibhi, 2014 …”

Section: The Quantitative Example Of Economic Trendsmentioning

confidence: 99%

Applying student-generated theories about global change and energy demand

Ahamer¹

2015

The International Journal of Information and Learning Technology

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Purpose -The purpose of this paper is to explore how learning technology could be applied to the development of educational tools for global climate change. The task to be performed in an informed dialogue is to assess the causes and drivers for global climate change and to produce an improved basis of scientific understanding for the implementation of the climate protection targets suggested for each country. By character, this approach integrates the political and the scientific level. Design/methodology/approach -The paper applies learning theories and options for educational technologies to socio-economic, technological, biospheric, political and scientific themes relevant to present climate change. Findings -Drivers, effects and subsequent measures are subject to highly nonlinear effects. Thus, the combination of a (scientific, fact based) "Global Change Data Base" and a (dialogic, communication based) discourse (in the spirit of "Surfing Global Change") seems best suitable to produce solutions for the seemingly unresolvable issues of climate protection. This combination of approaches is entitled "Tackle the Task of a Transition through Technological Targets (T 5 )" and allows the application of hypotheses generated by students in a scaffolded setting of discursive learning. Social implications -Suggestions for CO 2 abatement measures are currently passing the process of political negotiation in all countries in the world. The different views and patterns of ethical values are harmonised during the T 5 learning process and symbolise the required political process of consensus finding among and between different ministries, countries and global interest groups. Originality/value -This approach includes social and natural driving factors such as population, land use, economics, politics, energy systems, the global carbon cycle, biosphere and climate, and thus offers a more comprehensive learning endeavour than many other approaches.

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“…So-called "interdisciplinary practicals" (IP) as they are offered at the University of Graz in the curriculum Environmental Systems Science (USW, 2013) and similarly for the Salzburg GS curriculum, are a special interactive form of teaching that other curricula and other universities could also offer in their course programmes. A very positive aspect METJ 7,2/3 of these kinds of courses is the continuous participation of students (Altmann et al, 2013;Ahamer, 2012b), which could avoid the pressure of excessively comprehensive exams at the end of the semester (for further explanation see Section 2.10).…”

Section: Quality Improvements Regarding Didactics and Lecturesmentioning

confidence: 99%

Quality improvements in curricula for Global Studies

Bader

Bereuther

Deutsch

et al. 2013

Multicultural Education &Amp; Technology Journal

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Purpose-Based on an in-depth comparison of 20 multicultural university curricula, this article aims to provide practical and implementable suggestions about how to improve such curricula in order to ensure highest and globally compatible academic quality. The recently founded developmental Master's curriculum "Global Studies" (GS) at the University of Graz, Austria serves as a case study. Design/methodology/approach-Through an academic web-based process of authoring and reviewing, over a dozen students and practitioners in Global Studies have compiled this analysis. Such an approach shows that education technologies significantly enhance peer-oriented scientific culture. Further networking among universities from every continent, and their students, is also facilitated. Findings-Analyses conducted by over 50 contributors during 2010-2013 show first that the Graz-based curriculum has achieved international quality standards by spanning multiple faculties, disciplines, professional roles, and perspectives regarding globalisation. Secondly, suggestions for improvements pertaining to nine aggregated issues are provided: partner universities, semester abroad, interdisciplinarity, didactics & lectures, practicals, languages, electives, admission of students, and exams. Practical implications-The present specific recommendations serve as valuable evidence-based and authentic input for quality assessment procedures at Graz University, and similarly for other academic curricula elsewhere. Social implications-Peer-oriented higher education profits greatly from student input that has undergone an academic peer review procedure. Such quality assurance is favourably implemented via collaborative education technologies such as web platforms with discussion fora. Originality/value-Students as the core target group in higher education institutions express their own opinion and are valued as experts and stakeholders in a genuinely democratic procedure.

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Global inequality and poverty in perspectives of geography

Cited by 18 publications

References 26 publications

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Applying student-generated theories about global change and energy demand

Quality improvements in curricula for Global Studies

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