Transforming the Role of Universities: From Being Part of the Problem to Becoming Part of the Solution

Bina, Olívia; Pereira, Lavínia

doi:10.1080/00139157.2020.1764286

Cited by 12 publications

(9 citation statements)

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“…First, we accept the broad thesis already articulated by many that universities are currently incapable of addressing the scale and urgency of challenges like climate change (Maxwell, 2007;Vogt and Weber, 2020;Moser and Fazey, 2021). Second, given the scale of challenges (Bradshaw et al, 2021), we assume renewal will require transformational changes that go beyond improving what we already have (Sterling, 2009;Müller and Riegler, 2014;Bina and Pereira, 2020). Third, while it may be possible to resist in the short term, the forces of change globally around issues like digitalization and climate change will simply be too great for universities to avoid (Bonini, 2020;Fazey et al, 2020).…”

Section: Approachmentioning

confidence: 88%

“…It is then largely a choice for institutions like universities about when and how to act, not whether they need to do so. Finally, while universities face many challenges, we recognize they also have phenomenal and enormous potential (Bina and Pereira, 2020). This is partly because of the way they are already influential in global societies and the professions (Frank and Meyer, 2007;Schofer et al, 2021).…”

Section: Approachmentioning

confidence: 99%

“…Frontiers in Sustainability | www.frontiersin.org Wiek et al, 2011;Hodgson, 2013;Leicester et al, 2013;Beynaghi et al, 2016;Fazey et al, 2018;Bina and Pereira, 2020;O'Riordan et al, 2020;Brundiers et al, 2021).…”

Section: Psychological Well-beingmentioning

confidence: 99%

“…Despite these benefits, capacities, and influences, there are many and growing criticisms about the limits of universities in relation to the often-underestimated threats facing humanity from environmental crises (Bradshaw et al, 2021). Universities have been criticized for their slow response (Yañez et al, 2020); for being complicit in reproducing high carbon and consumptive economies (Kläy et al, 2015); and for continuing to rely on dominant knowledge creation approaches and pedagogies that are incapable of transcending the thinking and approaches that have led to the challenges in the first place (Sterling, 2010;Hanlon et al, 2012;Aufenvenne et al, 2014;Müller and Riegler, 2014;Lotz-Sisitka et al, 2015;Umpleby, 2016;Fazey et al, 2018Fazey et al, , 2020Bina and Pereira, 2020;O'Riordan et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Renewing Universities in Our Climate Emergency: Stewarding System Change and Transformation

et al. 2021

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This paper outlines climate emergencies facing universities and, by drawing on research on system transition, provides insights about how change to overcome the challenges might be stewarded. Climate change brings three interconnected and urgent emergencies for universities: (1) Manifest emergencies such as risks to operations and business models; (2) Conceptual emergencies that arise because assumptions, ideologies, systems, and structures cannot match the scale of the manifest challenges; and (3) Existential emergencies where current identities and sense of purpose are incapable of supporting the changes needed to overcome the conceptual challenges. To be viable leaders in the world, universities will need to renew their commitments to serving the public good, be dedicated to an unwavering challenge-orientation, create post-disciplinary structures, and be the change one seeks to see in the world. Importantly, universities will need to overcome the emergencies on the inside if they are to help society address the scale of the challenges on the outside, to which both universities and human capacity are seriously cognitively and emotionally ill-prepared. Fortunately, new insights from research on system transition provide helpful advice on how to steward transformational change. This work highlights that successful transformation requires strong adherence to transformational intent and, in the case of universities, working with all three emergencies simultaneously. Successful transformation will also require harnessing opportunities to disrupt the status quo; supporting an interplay of different forms of management and orientations to the future; developing appropriate infrastructure to support transformation; and rapidly accelerating the development of capacities for transformational change. By actively developing capacities for transformation on the inside universities will then be in a much better position to help and lead others beyond the halls of the academy.

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Section: Approachmentioning

confidence: 88%

Section: Approachmentioning

confidence: 99%

Section: Psychological Well-beingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Renewing Universities in Our Climate Emergency: Stewarding System Change and Transformation

et al. 2021

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“…Many universities and professional organizations have made serious efforts at lowering their own contributions to emissions, waste, and environmental toxins through initiatives such as Second Nature 6 and the UNlead Green University Networks 7 . Similarly, many have reviewed, changed, and refreshed curricula, and promoted more engaging forms of pedagogy (a more learning-and learner-centered approach) (de la Harpe and Thomas, 2009;Barth, 2016;Gaard et al, 2017;Pietrzak et al, 2018;Bina and Pereira, 2020;Bonini, 2020;Stanford University Design School, 2021). These efforts have led to attempts of defining competencies needed for sustainability (e.g., Fadel et al, 2015;UNESCO, 2017;Rieckmann, 2018;Guimarães et al, 2019 Dyball, 2009).…”

Section: The Reforming Universitymentioning

confidence: 99%

If It Is Life We Want: A Prayer for the Future (of the) University

Moser¹,

Fazey²

2021

Front. Sustain.

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Universities are one potentially important place – albeit not the only one – to initiate the next generation into becoming the adult humans needed to navigate the difficult future of the Anthropocene. The University of the future will fail this mission, if it only prepared young people in the technical expertise required to manage accelerating climate crises and the breakdown of Earth's life support and interlocking human systems. The depth and extent of transformation that awaits society requires people skilled in coping emotionally and in effectively engaging the plethora of challenges ahead with agility, creativity, resolve, vision, and integrity. It requires universities themselves to transform into institutions of human development that cease to participate, pardon and propagate patterns of exploitation and, instead, become singularly dedicated to restoring and regenerating the conditions for life. This paper articulates a vision of a radically different future “University.” Building on others' calls for transformation-supporting education, we frame universities' role in the larger arc of inner and outer human and societal development. We spell out some of the implications and needs such a shift would entail. The paper is written in the spirit of the future University that we envision: not just from our analytical thinking brain, but drawing also on our imaginative/intuitive, emotional, and sensing/embodied ways of knowing. As such, it breaks with conventional academic writing and opens up wider possibilities for and commitment to life-affirming and restorative action.

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Sustainability Futures: Bodying Challenges and Opportunities Toward a More Generative World

Weig¹

2022

Handbook of Sustainability Science in the Future

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Transforming the Role of Universities: From Being Part of the Problem to Becoming Part of the Solution

Cited by 12 publications

References 0 publications

Renewing Universities in Our Climate Emergency: Stewarding System Change and Transformation

Renewing Universities in Our Climate Emergency: Stewarding System Change and Transformation

If It Is Life We Want: A Prayer for the Future (of the) University

Sustainability Futures: Bodying Challenges and Opportunities Toward a More Generative World

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