Kes McCormick
Senior lecturer
The Role of Students in the Co-creation of Transformational Knowledge and Sustainability Experiments: Experiences from Sweden, Japan and the USA
Author
Editor
- Walter Leal Filho
- Luciana Brandli
Summary, in English
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.
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.
Department/s
- The International Institute for Industrial Environmental Economics
Publishing year
2016
Language
English
Pages
191-214
Publication/Series
Engaging Stakeholders in Education for Sustainable Development at University Level
Document type
Book chapter
Publisher
Springer
Topic
- Social Sciences Interdisciplinary
Keywords
- Sustainability education
- University partnerships
- Students
- Sustainability co-creation
- Stakeholder collaboration
- Transformational knowledge
Status
Published
Project
- Malmö Innovation Platform