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Working with the divides : Two critical axes in development for transformative professional practices

Avery, Helen LU and Nordén, Birgitta LU (2017) In International Journal of Sustainability in Higher Education 18(5). p.666-680
Abstract
Purpose

The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness.
Design/methodology/approach

Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and... (More)
Purpose

The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness.
Design/methodology/approach

Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared.
Findings

Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches.
Research limitations/implications

However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers.
Practical implications

Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability.
Social implications

Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels.
Originality/value

The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
sustainability research, higher education, professional programmes, knowledge flows, organisational development, theory and practice, transdisciplinarity
in
International Journal of Sustainability in Higher Education
volume
18
issue
5
pages
666 - 680
publisher
Emerald Group Publishing Limited
external identifiers
  • scopus:85023628023
  • wos:000405476500003
ISSN
1467-6370
DOI
10.1108/IJSHE-03-2016-0039
language
English
LU publication?
yes
id
090861ac-9134-4b90-b948-a3c06dd8d75d
date added to LUP
2016-12-27 17:40:22
date last changed
2018-01-07 11:42:42
@article{090861ac-9134-4b90-b948-a3c06dd8d75d,
  abstract     = {Purpose<br/><br/>The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness.<br/>Design/methodology/approach<br/><br/>Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared.<br/>Findings<br/><br/>Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches.<br/>Research limitations/implications<br/><br/>However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers.<br/>Practical implications<br/><br/>Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability.<br/>Social implications<br/><br/>Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels.<br/>Originality/value<br/><br/>The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.},
  author       = {Avery, Helen and Nordén, Birgitta},
  issn         = {1467-6370},
  keyword      = {sustainability research,higher education,professional programmes,knowledge flows,organisational development,theory and practice,transdisciplinarity},
  language     = {eng},
  number       = {5},
  pages        = {666--680},
  publisher    = {Emerald Group Publishing Limited},
  series       = {International Journal of Sustainability in Higher Education},
  title        = {Working with the divides : Two critical axes in development for transformative professional practices},
  url          = {http://dx.doi.org/10.1108/IJSHE-03-2016-0039},
  volume       = {18},
  year         = {2017},
}