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- Withycombe Keeler, Lauren, et al.
(författare)
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Utilizing international networks for accelerating research and learning in transformational sustainability science
- 2016
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Ingår i: Sustainability Science. - : Springer Science and Business Media LLC. - 1862-4065 .- 1862-4057. ; 11:5, s. 749-762
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Tidskriftsartikel (refereegranskat)abstract
- A promising approach for addressing sustainability problems is to recognize the unique conditions of a particular place, such as problem features and solution capabilities, and adopt and adapt solutions developed at other places around the world. Therefore, research and teaching in international networks becomes critical, as it allows for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations. This article identifies eight distinct types of research and teaching collaborations in international networks that can support such accelerated learning. The four research types are, with increasing intensity of collaboration: (1) solution adoption; (2) solution consultation; (3) joint research on different problems; and (4) joint research on similar problems. The four teaching types are, with increasing intensity of collaboration: (1) adopted course; (2) course with visiting faculty; (3) joint course with traveling faculty; and (4) joint course with traveling students. The typology is illustrated by extending existing research and teaching projects on urban sustainability in the International Network of Programs in Sustainability, with partner universities from Europe, North America, Asia, and Africa. The article concludes with challenges and strategies for extending individual projects into collaborations in international networks.
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| 2. |
- Bakirlioglu, Yekta, et al.
(författare)
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Selection and framing of briefs for educational circular design projects
- 2021
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Ingår i: International Journal of Sustainability in Higher Education. - : EMERALD GROUP PUBLISHING LTD. - 1467-6370 .- 1758-6739. ; 22:5, s. 1125-1144
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Tidskriftsartikel (refereegranskat)abstract
- Purpose This paper aims to present key characteristics of educational design briefs for the circular economy (CE) through the analysis of 11 design briefs focussing on real-life challenges related to sustainability and the CE, developed with collaborating industry partners for four consecutive circular design internships conducted in Ireland, Catalunya, The Netherlands and Sweden. Design/methodology/approach These four internships were conducted between September 2017 and June 2019 and each internship lasted three to four months. The supervisors for each internship collaborated with local industry partners genuinely interested in adopting sustainable business practices to develop design briefs focussing on real-life challenges they face. The briefs for each internship were developed further according to the feedback of the interns, industry partners and supervisors of previous internships. Findings Five steps of brief making for circular design were identified as reviewing the existing resources, emphasizing the importance of systems thinking, emphasizing the importance of collaboration for the CE, focussing on circularity and communicating expectations. The paper outlines how design briefs changed throughout the consecutive internships according to the different curricula and the characteristics of an educational circular design brief. Originality/value For design educators and researchers, the value of this paper lies in presenting the steps for the brief making of educational circular design projects. Additionally, the characteristics of circular design briefs are outlined, discussing their focus and content to act as a guide for design educators.
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| 4. |
- Holmstedt, Louise
(författare)
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Evaluation of Sustainable Urban District Developments : The case of Stockholm Royal Seaport
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Urban sustainable development is now seen as one of the keys in the quest for a sustainable world and increased interest in developing sustainable urban districts has become an important feature of urban sustainability. However, if cities and their districts are to be part of this transition, it will be necessary to determine the state and progress of urban developments. Evaluation and follow-up activities must therefore be an integral part of modern sustainability work.This thesis investigated evaluation methods and strategies for determining progress towards sustainable urban district development. The Stockholm Royal Seaport district in Sweden was used as the research arena in studies based on urban metabolism theories, including a single case study approach, focus group interviews, the Framework for Strategic Sustainable Development and quantitative data analysis. The thesis main results can be summarised as follows.A structured frame for use in theory and practice can strengthen programme development and minimise the risk of built-in problems in environmental and sustainability plans for new urban districts. The proposed evaluation model for Stockholm Royal Seaport displayed strengths regarding core evaluation activities, such as communicating a strong vision and recognising continuity in the evaluation process. It displayed weaknesses as regards organisational structure and system boundaries. The proof-of-concept implementation of a Smart Urban Metabolism framework enabled real-time evaluation data on district scale to be generated and processed. The implementation process also led to identification of limitations in the framework, such as access to business sensitive data, failed integration of data streams and privacy concerns. Dynamic, high-resolution meter data can provide a higher degree of transparency in evaluation results and permit inclusion of all stakeholder groups in urban districts. The frequently used energy performance indicator kWh/m2 (Atemp) was shown to be an insufficient communication tool to mediate knowledge, due to conflation of consumption and construction parameters and the need for prior knowledge for full understanding.
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| 5. |
- Mulder, Karel F., et al.
(författare)
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Motivating students and lecturers for education in sustainable development
- 2015
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Ingår i: International Journal of Sustainability in Higher Education. - 1467-6370 .- 1758-6739. ; 16:3, s. 385-401
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - This paper aims at identifying factors that could contribute to the motivation of students in sustainable development (SD) education. The underlying idea of the paper is that SD education is not always as attractive among students and lecturers as many would like it to be. Design/methodology/approach - The paper briefly reviews literature regarding behavioral change for long-term benefits. It identifies four motivators that could be effective to make people pursue longer-term objectives. It identifies if these motivators were present in five cases of successful SD education. Findings - The four motivators for students that were identified in the literature review (a sense of autonomy, a challenge of reflection on the future role, connection with others, self-fulfillment, focus on the individual learning need) could be observed in the cases of successful SD education, although to various degrees. Individual autonomy in learning was not observed, but group autonomy was present in all cases. Research limitations/implications - The case studies were all electives. It is unclear how the motivators could work out in mandatory courses. Moreover, the curriculum as a whole will affect the success of single courses. Successful courses being "the exception" of the curriculum might be judged differently if they would be part of the curriculum in which such courses would be the main stream. Further research is required to check if the motivators are effective in mandatory and not specifically SD-targeted courses. It is also not clear how various motivators could be applied most effectively in a curriculum. Practical implications - The paper gives guidance to lecturers and educational managers to design attractive and effective SD education. Originality/value - The paper treats SD education from a novel perspective: how to convey a credible behavioral message, and how to motivate students for education for SD.
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| 8. |
- Segalas, Jordi, et al.
(författare)
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CIRCULAR DESIGN - LEARNING FOR INNOVATIVE DESIGN FOR SUSTAINABILITY: ERAMUS plus KNOWLEDGE ALLIANCE PROJECT FOR SUSTAINABLE DESIGN
- 2017
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Ingår i: BUILDING COMMUNITY: DESIGN EDUCATION FOR A SUSTAINABLE FUTURE. - : DESIGN SOC. - 9781904670841 - 9781904670858 ; , s. 224-229
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Konferensbidrag (refereegranskat)abstract
- The Circular-Design - Learning for Innovative Design for Sustainability (L4IDS) project is a three year (2016-2019) Erasmus + Knowledge Alliance financed project. The goal of the project is to promote sustainable consumption and production of products and services in Europe. This is achieved through a knowledge co-creation process and the development of training materials in order to teach and train students, faculty and enterprise staff of the design sector in Innovative Design for Sustainability (IDfS) strategies. The project is aligned with European Circular Economy policies and contributes to the realization of a more sustainable society. There is an abundance of learning schemes, courses, and teaching materials in higher education on DfS but few of these focuses on Knowledge Co-Creation and Innovation and none through continuous professional development. This paper will present an overview of previous initiatives around DfS in higher education, focusing on those that rise above the level of a single institution. By mapping these initiatives on the triangle Design for Sustainability (DfS)-Knowledge Co-Creation - Innovation, we will articulate the gap which the L4IDS project aims to bridge. For this, we will use an adapted version of the DfS Evolutionary framework. The mapping will be based on a case study publication on knowledge co-creation processes in design for sustainability. Specifically, the study will focus on the position of Digital Fabrication Labs (DFL) in this innovative design for sustainability triangle.
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| 10. |
- Svanström, Magdalena, 1969, et al.
(författare)
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Improving engineering education for sustainable development using concept maps and multivariate data analysis
- 2018
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Ingår i: Journal of Cleaner Production. - 0959-6526 .- 1879-1786. ; 198, s. 530-540
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Tidskriftsartikel (refereegranskat)abstract
- In education for sustainable development (ESD), the inclusion and handling of a multitude of perspectives and the interconnectivity of different dimensions of the world are often targeted. Based on the assumption that concept maps can capture notions of this learning, concept maps generated by students were used to complement a large number of other empirical data from several years of a master level course module in engineering education with a specific focus on ESD. Multivariate data analysis (MVDA) was used to find correlations between the many different variables. Empirical data included data on the background of students, on their participation in different teaching and learning activities (TLAs), and on their performance in different types of assessment, including concept maps generated before and after the course. According to the concept map results, the students seem to develop, in general, a more balanced and systemic view during the course. The use of MVDA was helpful in revealing both expected and unexpected co-variations. Results show that previous experiences (student background) is an important factor behind high performance and that TLAs in the course are providing complementary knowledge. The main focus of this paper is on how the innovative approach of combining the use of concept maps and MVDA can provide useful understanding of possible correlations between student characteristics, their participation in TLAs and their performance in assessments in an ESD course. The use of concept maps was seen as useful in capturing important notions of ESD while the MVDA enabled quick analysis of the large data set.
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