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- Hagvall Svensson, Oskar, 1990
(författare)
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Conceptualizing Sustainability Leadership Competences in Higher Education
- 2017
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Ingår i: International Sustainability Transitions (IST) Conference 2017, June 19-21 Göteborg Sweden. ; , s. 1-15
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Konferensbidrag (refereegranskat)abstract
- Purpose: The purpose of this paper is to contribute to the ongoing debate regarding what sustainability competences should be fostered in higher education, and argue for the need for further conceptualization of sustainability leadership competences – in order to potentiate further empowerment of students partaking in sustainability education based in engagement in real-world challenges.Approach: The paper reviews the current state of sustainability competence theory, and presents a study based in literature review of leadership concepts associated with sustainability. The identified competences are contextualized in the educational practice at Chalmers Challenge Lab – a student-centered transition arena where international master students undertake their master theses in a multi-stakeholder environment.Findings: Two competence categories – leading oneself and enabling/facilitating collective leadership – are established from competences found in leadership literature. The conceptualization of the categories is guided by a case study of Challenge Lab, and could consequently be considered relevant in a sustainability education context. Major similarities between competences advocated for in sustainability competences theory and in sustainability leadership theory are noted.Practical implication: The leadership competence categories could further the potential of sustainability competences theory in guiding curricula development of higher sustainability education in general and sustainability leadership programs in particular. Moreover, supporting self-leadership and collective leadership of students could potentially facilitate the acquisition of other sustainability competences.Originality/value: The study contributes to the process of conceptualizing leadership competences in a sustainability education setting, an area where little research has been made.
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| 2. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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How Entrepreneurial are Project-based Courses in Engineering Education?
- 2017
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Ingår i: 45th Annual Conference of the European Society for Engineering Education, SEFI 2017; Angra do Heroismo, Terceira Island, Azores; Portugal; 18 September 2017 through 21 September 2017. - 9789899887572 ; , s. 1284-1291
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Konferensbidrag (refereegranskat)abstract
- This paper addresses the ongoing integration of entrepreneurship into engineering education and investigates the relationship between inductive teaching methods and teaching through entrepreneurship. The potential for learning experiences leading to the development of entrepreneurial capabilities in project based courses is investigated, through a qualitative multi-case study of eight courses, applying effectuation and new value creation to assess ways in which project-based learning is entrepreneurial . It is found that even in cases where students are engaged in new value creation towards an external actor, the structure of projects seems to mainly call for students to enact a causal rather effectual logic in their actions and strategies. Pedagogical implications for educators wanting students to develop entrepreneurial capabilities are discussed.
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| 3. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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Transformative, Transactional and Transmissive Modes of Teaching in Action-based Entrepreneurial Education
- 2017
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Ingår i: ECSB Entrepreneurship Education (3E) Conference, May 10-12 Cork Ireland. ; , s. 1-15
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Konferensbidrag (refereegranskat)abstract
- This paper introduces the notion of holistic education into the context of action-based entrepreneurial education, in order to develop a framework for achieving and understanding whole person development. The aim of the framework is to connect with a wider set of teaching and learning paradigms as a basis for instructional design and assessment, to bridge some of the fragmentation apparent in conceptual frameworks for entrepreneurial education.To facilitate this multi-facetted view on teaching and learning, we introduce a framework of transmissive, transactional and transformative teaching modes. In this framework, the transmissive mode relies upon traditional teaching methods; the transactional mode relies upon on self-directed problem-solving, collaboration and engagement in authentic learning environments; and, the transformative mode appreciates the whole learning person, how she connects with herself, others and the world. We argue that all modes are needed in order to achieve and understand whole person development, and that entrepreneurship teaching should be designed so that it offers a reservoir of rich and diverse experiences in an authentic learning environment.The three teaching modes are analyzed and discussed in relation to a leadership course assignment and eight selected citations from student deliverables in 2007. The citations represent an extreme sampling as the students had been running a tech venture during almost a year as the major vehicle of learning in their program, they had no prior entrepreneurship experience, and all of the selected students became and have remained start-up entrepreneurs since their graduation. The selected citations illustrate how transmissive, transactional and transformative teaching modes can be contextualized in action-based entrepreneurial education, and point towards that significant learning has emerged through the integration of different teaching modes. The richness of the citations indicate that action-based entrepreneurial education is a vehicle for a wide variety of learning outcomes. Accordingly, the introduced framework seems to hold promise as a basis for achieving and understanding whole person learning in this context. Practical teaching aspects are addressed, both around designing authentic learning environments as well as around designing and examining more tangible deliverables from students in such environments.
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| 4. |
- Sterner, Erik, 1984, et al.
(författare)
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Evaluating the flipped classroom approach in engineering education: Students’ attitudes, engagement and performance in an undergraduate sustainability course
- 2017
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Ingår i: 45th Annual Conference of the European Society for Engineering Education, SEFI 2017; Angra do Heroismo, Terceira Island, Azores; Portugal; 18 September 2017 through 21 September 2017. - : European Society for Engineering Education (SEFI). ; , s. 911-918
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Konferensbidrag (refereegranskat)abstract
- This paper describes the implementation and evaluation of the flipped classroom approach in a sustainability course for undergraduate engineering students. Using a mixed methods approach, the evaluation focused on student engagement, performance as well as students’ attitudes and beliefs about the flipped classroom. A novel aspect of this work compared to previous studies on the flipped classroom is the tracking of student attitudes and engagement during the course. The results indicate that while student attitudes grew more neutral during the middle of the course, student engagement as well as performance on the final written exam increased significantly compared to previous years. Pedagogical implications for instructors wanting to implement the flipped classroom approach are briefly discussed.
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