Learning to change universities from within: a service-learning perspective on promoting sustainable consumption in higher education

Barth, Matthias; Adomßent, Maik; Fischer, Daniel; Richter, Sonja; Rieckmann, Marco

doi:10.1016/j.jclepro.2013.04.006

Cited by 157 publications

(106 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Lang (2012) and Barth (2014) come from the same institutional environment the Leuphana University of Luneburg, as do the rest of the authors of Barth (2014) andLang (2012) This should suggest a kind of "informer institution" quality.…”

Section: Cluster4mentioning

confidence: 91%

“…The betweenness centrality degree of the authors who are related to the articles analysed, is shown below: Table 4. Betweenness centrality degree Author/Article Betweenness centrality degree 24,3 19,0 Lang (2012) 6,3 Barth (2014) 3,3 Steiner (2006) 2,0…”

Section: Cluster4mentioning

confidence: 99%

“…Many efforts have been made in this process: increasing the number of engaged HEIs in incorporating and institutionalising sustainable development (SD); adopting new communication patterns in science and education (Adomssent, 2013;Barth et al, 2014); opening up a reframing process of curriculum (Lozano, 2006), learning goals, interactive strategies (Segalàs et al, 2010;Dloula & Burandt, 2014), competences for sustainability (Cortés et al, 2010;Lambrechts et al, 2012;Wiek et al, 2011); and creating new societal dialogue opportunities (Kates et al, 2001;Steiner and Posch, 2006;Lehmann et al, 2009;Correia et al, 2010;Ferrer-Balas et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Transdisciplinarity in higher education for sustainability: How discourses are approached in engineering education

Papell¹,

Coral²,

Rosas-Casals³

2018

Journal of Cleaner Production

171

103

View full text Add to dashboard Cite

Sustainability issues, as unwanted results of not fully respecting natural cycles, are widely recognized as wicked problems, which should not be thought of as problems to be solved, but rather as "conditions" to be managed, as if they were a chronic disease (Seager et al., 2011). There exists a general agreement on the need to reform scientific expertise by developing new ways of knowledge production and decision-making able to cope with the challenges sustainability poses. In this sense, transdisciplinary aspects of sustainability are acknowledged as a transformational stream of sustainability science.Transdisciplinarity is considered a competence for sustainability in technological curriculums. Nevertheless, engineering education professionals tread on unfamiliar ground when entering transdisciplinarity approach, as it includes social sciences and humanities perspectives. Advancing sustainable engineering science requires creating new long-term, participatory, solution-oriented programs as platforms to recognize and engage with the macro-ethical, adaptive and cross-disciplinary challenges embedded in professional issues.Meanwhile, individual university professors and researchers take a step forward to try out innovative experiences in their classrooms to deal with complexity and reach holism in fostering knowledge in different ways. This paper analyses first what is being done and how is it being focused, and second, What are the strategies for and purposes of implementing transdisciplinary experiences in engineering higher education.Assuming that distinct patterns of definition of transdisciplinary exists, the authors collated transdisciplinary initiatives in engineering education for sustainability from Thompson Klein (2014) discourses on transdisciplinarity: transcendence, problem solving and transgression. They also explored how practical constraints imposed by a classroom context, highlighted the limits of transdisciplinarity, and offered suggestions on improvements, which could be implemented. Balsiger (2014) proposes four varieties of transdisciplinarity (soft, hard, inclusive and reflexive) to identify ways for moving from one type to another as circumstances change, in terms of stakeholder's collaboration and knowledge integration possibilities.The methodology consisted in literature review of articles published in relevant journals in the field of sustainability, which focussed on transdisciplinarity approaches in engineering education. We have analysed how the different initiatives fit in Klein's discourses on ACCEPTED MANUSCRIPT transdisciplinarity. Moreover, an affinity analysis has been performed to cluster transdisciplinarity initiatives in engineering education for sustainability in homogeneous groups. Finally, in the varieties of transdisciplinarity framework, the experiences identified when reviewing the literature have been spread over the range among Balsiger's taxonomy.The investigation indicates that most transdisciplinary initiatives in technological education for sustainability ...

show abstract

Section: Cluster4mentioning

confidence: 91%

Section: Cluster4mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Transdisciplinarity in higher education for sustainability: How discourses are approached in engineering education

Papell¹,

Coral²,

Rosas-Casals³

2018

Journal of Cleaner Production

171

103

View full text Add to dashboard Cite

show abstract

“…In this way, students can develop competencies that enable them to solve complex sustainability-problems in their future careers. Examples of approaches integrating real-world issues are inter-and transdisciplinary project work, service-learning or research-based learning (with communities) (Barth et al, 2014;Lehmann et al, 2008;Thomas, 2009 for sustainability-driven entrepreneurship. Therefore, besides designing adequate contents, one major focus of the CASE project is to formulate an innovative, interand transdisciplinary pedagogical framework, focusing on the development of sustainability competencies in general and competencies for sustainability-driven entrepreneurship in particular.…”

Section: Competence-based Teaching and Learning In Higher Educationmentioning

confidence: 99%

Desarrollo de las competencias para el emprendimiento orientado a la sostenibilidad en la educación superior: una revisión bibliográfica de los métodos de enseñanza y aprendizaje

Mindt

Rieckmann

2017

Teor. educ.

Self Cite

View full text Add to dashboard Cite

SUMMARYThe transformation of current economic systems towards sustainable development requires innovative sustainability-driven enterprises with competent owners, managers and staff members. These people should see sustainable development as of primary value and as an opportunity for strategic renewal of their enterprise as well as being important to society in general. Higher education for sustainabilitydriven entrepreneurship aims at developing the individual competencies which are required in this context. For creating learning settings in which these competencies can be developed, particular teaching-learning approaches and methods are needed. To date, there is no comprehensive literature review dealing with teaching-learning approaches and methods of higher education for sustainability-driven entrepreneurship. Against this backdrop, a systematic literature review has been carried out to examine the state of the art concerning teaching-learning approaches and methods for sustainability-driven entrepreneurship in higher education. The results form a basis for further structuring the debate on approaches and methods of teaching and learning related to higher education for sustainability-driven entrepreneurship and for identifying future research needs in this area.

show abstract

“…As the chief executive of Universities UK, Nicola Dandridge, argues,'it's important to focus also on universities' wider and invaluable contribution to the green agenda in terms of their environment-related research and teaching' (People and Planet, 2011). Education for Sustainable Development is considered critical for altering values and behaviours of students and staff to move towards sustainable universities (Lozano, 2006), especially in the context of HEI carbon management (Barth et al, 2013;Williams and Kemp, 2013).…”

Section: Discussionmentioning

confidence: 99%

Opening up the Pandora's box of sustainability league tables of universities: a Kafkaesque perspective

Jones

2015

Studies in Higher Education

View full text Add to dashboard Cite

show abstract

Learning to change universities from within: a service-learning perspective on promoting sustainable consumption in higher education

Abstract: Learning to change universities from within: a service-learning perspective on promoting sustainable consumption in higher education

Cited by 157 publications

References 40 publications

Transdisciplinarity in higher education for sustainability: How discourses are approached in engineering education

Transdisciplinarity in higher education for sustainability: How discourses are approached in engineering education

Desarrollo de las competencias para el emprendimiento orientado a la sostenibilidad en la educación superior: una revisión bibliográfica de los métodos de enseñanza y aprendizaje

Opening up the Pandora's box of sustainability league tables of universities: a Kafkaesque perspective

Contact Info

Product

Resources

About