Teaching the importance of culture and interdisciplinary education for sustainable development

Eagan, Patrick D.; Cook, Tanya N.; Joeres, Erhard F.

doi:10.1108/14676370210414173

Cited by 41 publications

(40 citation statements)

References 7 publications

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“…Defila et al, 2000; some of these competencies have been pointed out by others as well, e.g. Eagan et al, 2002;Godemann, 2006;Hansmann et al, 2009;Feng, 2012;Fortuin and van Koppen, 2015;Misra et al, 2015): • Being familiar with one's own disciplinary worldview. This relates not only to the perception of (pre-scientific) reality and to how objects of investigation and research questions are constructed, but also to the disciplinary body of knowledge, to the set of commonly used methods, to the values and epistemological interests, and to the social rules of one's own scientific community.…”

Section: Special Challenges Due To a Missing Transmission Of Knowledgmentioning

confidence: 99%

Enabling university educators to equip students with inter- and transdisciplinary competencies

Giulio

Defila

2017

IJSHE

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PurposeInter-and transdisciplinarity are core concepts in almost all ESD competence frameworks and curricula. To equip students with inter-and transdisciplinary competencies is highly demanding for educators. Educators must not only know how to teach students such competencies, but need to be experienced in inter-and transdisciplinary research and must have some technical knowledge about inter-and transdisciplinarity. The paper shows how university educators can be supported in their teaching. Design/methodology/approachThe paper is a case study based on research and on experiences in interdisciplinary teaching and in supporting educators in their interdisciplinary teaching. FindingsThe paper presents a competence framework of interdisciplinary competencies to guide university teachers that has been developed, implemented and refined in interdisciplinary study programmes belonging to the field of ESD. It shows how the professional development of educators could be addressed referring to the experiences in these programmes. The measures presented consist for one thing of interdisciplinary processes among the educators and of measures directly supporting educators in their teaching for another thing. Originality/valueThe case study the paper refers to is of special value first, because the experiences are based on long-standing research and on two decades of experiences. Second, because considerable efforts were made to deliver coherent and consistent interdisciplinary teaching in which interdisciplinarity was not only a teaching subject for the students but showed by the educators as well so that the educators involved did not only talk about competencies for inter-and transdisciplinary collaborations but also set an example in their own doings. KeywordsInterdisciplinarity, transdisciplinarity, interdisciplinary teaching, teaching interdisciplinarity, teaching transdisciplinarity, interdisciplinary competencies Di Giulio, Defila -International Journal of Sustainability in Higher Education, Vol. 18, Nr. 5 -1Enabling university educators to equip students with inter-and transdisciplinary competencies Abstract Purpose

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Section: Special Challenges Due To a Missing Transmission Of Knowledgmentioning

confidence: 99%

Enabling university educators to equip students with inter- and transdisciplinary competencies

Giulio

Defila

2017

IJSHE

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“…The concept of sustainability also demands evaluation from various cultural, geographical, and disciplinary perspectives for 'robust' solutions to be developed (Eagan et al 2002). This close alignment between what the students were learning about and how they were being asked to go about this learning was meant to encourage a 'deep' approach involving active engagement with the course material (Ellis et al 2004).…”

Section: Assessment Tasksmentioning

confidence: 98%

A multicultural, multidisciplinary short course to introduce recently graduated engineers to the global nature of professional practice

Hazelton

Malone

Gardner

2009

European Journal of Engineering Education

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Since 2001, the International Institute of Women in Engineering (IIWE) at EPF, Ecole d'ingenieurs generaliste, Sceaux, France, has conducted a 3 week short course for culturally and discipline diverse, recently graduated and final year engineering students. The aim of this course is to introduce young engineers to broad global concepts and issues relating to their future professional practice, through intercultural learning. The initial course programme provided examples of engineering practices in various countries throughout the world. However, to achieve an intercultural, multidisciplinary learning outcome, a specific course theme and a project focussing on sustainable engineering and the inclusion of a variety of industrial visits were introduced in 2006. This paper will discuss the success of the strategies used to engage international students in the IIWE course activities, and after consideration of the results of participant surveys, the curriculum initiatives that followed.

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“…The Ecosystem Services Partnership (ESP) is one such institution that supports this new journal (www.es-partnership.org). Other movement in this direction include the creation of interdisciplinary courses (Eagan et al, 2002), establishment of new degrees, and the reallocation of funds and policies to encourage cross-disciplinary collaboration (Jacobs and Amos), creating a greater likelihood of breakthroughs (Carayol and Thi, 2005). As has been said: 'Real-world problems do not come in disciplinary-shaped boxes' (Jeffrey, 2003), and neither do the solutions associated with these problems.…”

Section: Introductionmentioning

confidence: 96%

The authorship structure of “ecosystem services” as a transdisciplinary field of scholarship

2012

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a b s t r a c t ''Ecosystem Services'' is now a well-defined and active enough field of scholarship to warrant its own academic journal (this paper is published in the inaugural issue). In this paper we describe the authorship structure of this rapidly emerging transdisciplinary field, which has so far generated over 2400 papers (as of January 2011) listed in ISI Web of Science journals, written by over 2000 authors since the 1990s. We describe the number of publications, the number and interconnection of co-authors, clusters of co-authors, and other variables for the top 172 authors who have authored or co-authored more than 5 papers each. These 172 authors together have written over half the total papers. This allows a coherent picture of current participants in the field and their collaborative interconnections. These methods can be applied to any topic area and represent one way to better understand and support emerging scholarship that goes beyond disciplinary boundaries.

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Teaching the importance of culture and interdisciplinary education for sustainable development

Cited by 41 publications

References 7 publications

Enabling university educators to equip students with inter- and transdisciplinary competencies

Enabling university educators to equip students with inter- and transdisciplinary competencies

A multicultural, multidisciplinary short course to introduce recently graduated engineers to the global nature of professional practice

The authorship structure of “ecosystem services” as a transdisciplinary field of scholarship

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