Advanced

The Role of Students in the Co-creation of Transformational Knowledge and Sustainability Experiments: Experiences from Sweden, Japan and the USA

Trencher, Gregory; Rosenberg Daneri, Daniel; McCormick, Kes LU ; Terada, Toru; Petersen, John; Yarime, Masaru and Kiss, Bernadett LU (2016) In Engaging Stakeholders in Education for Sustainable Development at University Level 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:
author
organization
publishing date
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
in
Engaging Stakeholders in Education for Sustainable Development at University Level
editor
Leal Filho, Walter; Brandli, Luciana; and
pages
191 - 214
publisher
Springer
DOI
10.1007/978-3-319-26734-0_13
language
English
LU publication?
yes
id
9fdc39d8-407f-46d4-84c7-00b6daac2cf4 (old id 8841173)
date added to LUP
2016-03-11 09:45:43
date last changed
2016-04-16 08:49:19
@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},
  editor       = {Leal Filho, Walter and Brandli, Luciana},
  keyword      = {Sustainability education,University partnerships,Students,Sustainability co-creation,Stakeholder collaboration,Transformational knowledge},
  language     = {eng},
  pages        = {191--214},
  publisher    = {Springer},
  series       = {Engaging Stakeholders in Education for Sustainable Development at University Level},
  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},
  year         = {2016},
}