The Role of Students in the Co-creation of Transformational Knowledge and Sustainability Experiments: Experiences from Sweden, Japan and the USA
(2016) p.191-214- Abstract
- Accompanying realisations that engagement of multiple societal sectors (academia, industry, government, citizenry) and disciplines is required for formulating effective responses to complex sustainability challenges, calls for new forms of knowledge production are increasing in magnitude, both inside and outside the university. In parallel, experiences from the United Nations Decade of Education for Sustainable Development have highlighted that collaborations with societal stakeholders and experiential approaches are desirable for effective sustainability education. This article examines activities at three institutions—Lund University, Oberlin College and the University of Tokyo—to identify potential models for integrating students into... (More)
- Accompanying realisations that engagement of multiple societal sectors (academia, industry, government, citizenry) and disciplines is required for formulating effective responses to complex sustainability challenges, calls for new forms of knowledge production are increasing in magnitude, both inside and outside the university. In parallel, experiences from the United Nations Decade of Education for Sustainable Development have highlighted that collaborations with societal stakeholders and experiential approaches are desirable for effective sustainability education. This article examines activities at three institutions—Lund University, Oberlin College and the University of Tokyo—to identify potential models for integrating students into the co-creation
of transformational knowledge and sustainability experiments with faculty and multiple stakeholders. We examine the types of outputs that can ensue differing participation models, whilst also considering their impact on university and stakeholder efforts to advance societal sustainability. We argue that transformational sustainability partnerships integrating students can foster the alignment of the three university missions of education, research and community engagement with place-specific needs and sustainability challenges. Accordingly, efforts to promote experiential forms of sustainability education with societal stakeholders should refrain from focusing uniquely on education and encourage synergistic linking of all university missions. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/8841173
- author
- Trencher, Gregory ; Rosenberg Daneri, Daniel ; McCormick, Kes LU ; Terada, Toru ; Petersen, John ; Yarime, Masaru and Kiss, Bernadett LU
- organization
- publishing date
- 2016
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- Sustainability education, University partnerships, Students, Sustainability co-creation, Stakeholder collaboration, Transformational knowledge
- categories
- Higher Education
- host publication
- Engaging Stakeholders in Education for Sustainable Development at University Level
- editor
- Leal Filho, Walter and Brandli, Luciana
- pages
- 191 - 214
- publisher
- Springer
- external identifiers
-
- scopus:85071435046
- DOI
- 10.1007/978-3-319-26734-0_13
- project
- Malmö Innovation Platform
- language
- English
- LU publication?
- yes
- id
- 9fdc39d8-407f-46d4-84c7-00b6daac2cf4 (old id 8841173)
- date added to LUP
- 2016-04-04 11:07:49
- date last changed
- 2024-02-11 19:56:07
@inbook{9fdc39d8-407f-46d4-84c7-00b6daac2cf4, abstract = {{Accompanying realisations that engagement of multiple societal sectors (academia, industry, government, citizenry) and disciplines is required for formulating effective responses to complex sustainability challenges, calls for new forms of knowledge production are increasing in magnitude, both inside and outside the university. In parallel, experiences from the United Nations Decade of Education for Sustainable Development have highlighted that collaborations with societal stakeholders and experiential approaches are desirable for effective sustainability education. This article examines activities at three institutions—Lund University, Oberlin College and the University of Tokyo—to identify potential models for integrating students into the co-creation<br/><br> of transformational knowledge and sustainability experiments with faculty and multiple stakeholders. We examine the types of outputs that can ensue differing participation models, whilst also considering their impact on university and stakeholder efforts to advance societal sustainability. We argue that transformational sustainability partnerships integrating students can foster the alignment of the three university missions of education, research and community engagement with place-specific needs and sustainability challenges. Accordingly, efforts to promote experiential forms of sustainability education with societal stakeholders should refrain from focusing uniquely on education and encourage synergistic linking of all university missions.}}, author = {{Trencher, Gregory and Rosenberg Daneri, Daniel and McCormick, Kes and Terada, Toru and Petersen, John and Yarime, Masaru and Kiss, Bernadett}}, booktitle = {{Engaging Stakeholders in Education for Sustainable Development at University Level}}, editor = {{Leal Filho, Walter and Brandli, Luciana}}, keywords = {{Sustainability education; University partnerships; Students; Sustainability co-creation; Stakeholder collaboration; Transformational knowledge}}, language = {{eng}}, pages = {{191--214}}, publisher = {{Springer}}, title = {{The Role of Students in the Co-creation of Transformational Knowledge and Sustainability Experiments: Experiences from Sweden, Japan and the USA}}, url = {{http://dx.doi.org/10.1007/978-3-319-26734-0_13}}, doi = {{10.1007/978-3-319-26734-0_13}}, year = {{2016}}, }