| 1. |
- Hemström, Kerstin, 1979, et al.
(författare)
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Symmetrical leadership and participation for cross-learning
- 2021
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Ingår i: Transdisciplinary Knowledge Co-production: a guid for susianable cities. - : Practical Action Publishing. - 9781788531450 ; , s. 101-103
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Co-producing knowledge for wellbeing in sustainable cities
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| 2. |
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| 3. |
- Holmberg, John, 1963, et al.
(författare)
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Higher Education Leadership: Cruise or Expedition?
- 2022
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Ingår i: NORRAG: Network for international policies and cooperation in education and training. - 2571-8010. ; :7, s. 110-113
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Tidskriftsartikel (refereegranskat)abstract
- Higher education can create space for learning where students can work with integrated real-world issues, thereby creating value for others while building transformative leadership capabilities. It requires organisational leaders understand how to distinguish between two logics for leadership: the cruise and expedition logic, respectively. Good leadership understands the value of expeditions for the development of the entire system.
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| 4. |
- Holmberg, John, 1963
(författare)
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Högre utbildning och hållbar omställning – En reflektion över studenternas roll
- 2020
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Ingår i: Hogre Utbildning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2000-7558. ; 10:1, s. 90-97
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Tidskriftsartikel (refereegranskat)abstract
- För att klara de globala utmaningarna menar FN:s Agenda 2030 att det krävs omställning av samhälleliga system. Det räcker inte med marginella justeringar. Ohållbara transport-, energi-, mat- och sjukvårdsystem behöver fasas ut och ersättas med hållbara. För att klara dessa omställningar behövs helhetssyn och samverkan. I denna artikel ger jag min reflektion över FN:s process för lärande för hållbar utveckling och på vilket sätt högskolor och universitet (HoU) kan bli mer aktiva i denna hållbarhetsomställning genom att ta vara på studenternas unika roll som möjliggörare.
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| 5. |
- Holmberg, John, 1963
(författare)
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Ledarskap för hållbar omställning i högre utbildning
- 2020
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Ingår i: Hogre Utbildning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2000-7558. ; 10:1, s. 98-107
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Tidskriftsartikel (refereegranskat)abstract
- FN:s ledning är tydlig med att Agenda 2030 kräver transformativt och inkluderande ledarskap. Ett ledarskap som kräver att vi tar modiga beslut och flyttar oss ut ur våra ”comfort zones” och välkomnar innovativa sätt att arbeta och tänka. I denna artikel ger jag min reflektion över ledarskapskompetenser i undervisningen och ledarskapets betydelse inom undervisningsorganisationen för att möjliggöra för studenter att bygga sådana kompetenser samtidigt som de skapar värde för andra. Det handlar om ledarskap på olika nivåer: att leda sig själv, att leda ihop med andra och att leda för det gemensamma globala samhället. Det handlar också om att skapa rum/utrymme för att möjliggöra utforskande samverkan för hållbar omställning. Att skapa detta förändringsutrymme kräver dock att ledningen, speciellt inom utbildningsystemet, förstår att skilja på men ändå ser det ömsesidiga beroendet av två logiker för styrning och utveckling: kryssnings- respektive expeditionslogiken.
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| 6. |
- Holmberg, John, 1963, et al.
(författare)
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Medskapande i backcastingexpeditioner — Ale i 360 grader
- 2020
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Ingår i: Socialmedicinsk Tidskrift. - 0037-833X. ; 97:4, s. 691-701
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Tidskriftsartikel (refereegranskat)abstract
- Förenta Nationerna ser den lokala nivån som avgörande i den hållbara omställningen som Världen så påtagligt behöver. Samtidigt som komplexiteten och allvaret i samhällsutmaningarna ökar verkar förmågan i dagens demokratiska processer att hantera dem minska genom minskad tillit och ökat avstånd mellan beslutsfattare och invånare. Denna text beskriver ett lokalt försök att ta sig an denna dubbla utmaning: bidra till hållbar omställning samtidigt som de demokratiska processerna stärks. Arbetet går under namnet Ale i 360 grader — en medskapande backcastingexpedition.
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| 7. |
- Holmén, Johan, 1990, et al.
(författare)
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Comparing sustainability transition labs across process, effects and impacts: Insights from Canada and Sweden
- 2022
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Ingår i: Energy Research and Social Science. - : Elsevier BV. - 2214-6296. ; 89
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Tidskriftsartikel (refereegranskat)abstract
- Purposeful transformative change on a level of societal systems, structures and practices is called for in response to contemporary sustainability challenges. Sustainability transition labs and arenas represent a particular set of governance innovations seeking to foster systemic change based on deliberate engagement of multiple actors around complex issues of concern. Most labs aim for long-term contributions in addressing persistent societal challenges and transitioning into sustainability, yet are seldomly evaluated on whether, how and to what extents such contributions become realised in practice. In this paper, we further an analytical framework for comparatively analysing sustainability transition labs and arenas with emphasis on their processes, effects and impacts. The framework is applied on two cases: Energy Futures Lab initiated in Alberta, Canada and the arenas for a Fossil Independent West Sweden - Climate 2030. In particular, the comparison showcases how contextual difference in terms of urgency and turbulence may influence lab activities and how ownership and governance conditions may influence the various directions outputs, effects and wider impacts took. The comparison further illuminates how backcasting and the multi-level perspective may serve as complementary frameworks and tools in lab processes, whose respective role may depend on aspiration and context. We end the paper by providing a series of key considerations in furthering the comparative analytical framework and its application in practice. They orient around the three guiding questions on the why's, what's, and how's of doing comparative research on sustainability transition arenas and labs across their processes, effects and impacts.
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| 8. |
- Holmén, Johan, 1990, et al.
(författare)
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Student-led sustainability transformations: employing realist evaluation to open the black box of learning in a Challenge Lab curriculum
- 2021
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Ingår i: International Journal of Sustainability in Higher Education. - 1467-6370. ; 22:8, s. 1-24
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the ‘black box’ of learning in a Challenge Lab curriculum with transformational sustainability ambitions. Design/methodology/approach – Realist evaluation was employed as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used. Findings – Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations: (1) engaging with complex ‘in-between’ sustainability challenges in society with stakeholders across sectors and perspectives; (2) navigating purposeful and transformative change via backcasting; and (3) ‘whole-person’ learning from the inside-out as an identity-shaping process, guided by personal values. Originality – This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors. Practical implications – The findings of this paper can inform the design, development, evaluation, and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment.
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| 9. |
- McCrory, Gavin, 1990, et al.
(författare)
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Learning to Frame Complex Sustainability Challenges in Place: Explorations Into a Transdisciplinary “Challenge Lab” Curriculum
- 2021
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Ingår i: Frontiers in Sustainability. - : Frontiers Media SA. - 2673-4524. ; 2
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Tidskriftsartikel (refereegranskat)abstract
- Complex sustainability challenges may never be fully solved, rather requiring continuous, adaptive, and reflexive responses over time. Engagement of this nature departs from well-structured problems that entail expected solutions; here, focus shifts toward ill-structured or ill-defined issues characterized by wickedness. In the context of complex challenges, inadequate or absent framing has performative implications on action. By overlooking the value of framing, eventual responses may not only fall short; they may even displace, prolong, or exacerbate situations by further entrenching unsustainability. In educational settings, we know little about how curriculum designs support challenge framing, and how students experience and learn framing processes. In this paper we explore a transdisciplinary “Challenge Lab” (C-Lab) curriculum from a perspective of challenge framing. When considering framing in higher education, we turn to the agenda in education for, as and with sustainable development to be problem-solving, solutions-seeking or challenge-driven. We introduce framing as a boundary object for transformative praxis, where sustainability is held to be complex and contextual. This study is qualitative and case-based, designed to illuminate processes of and experiences into sustainability challenge framing in a transdisciplinary learning setting. Methodologically, we draw from student reflective diaries that span the duration of a curriculum design. We structure our results with the support of three consecutive lenses for understanding “curriculum”: intended, enacted, and experienced curriculum. First, we present and describe a C-Lab approach at the level of ambition and design. Here it is positioned as a student-centered space, process, and institutional configuration, working with framing and re-framing complex sustainability challenges in context. Second, we present a particular C-Lab curriculum design that unfolded in 2020. Third, we illustrate the lived experiences and practical realities of participating in C-Lab as students and as teachers. We reflect upon dilemmas that accompany challenge framing in C-Lab and discuss the methodological implications of this study. Finally, we point toward fruitful research avenues that may extend understandings of challenge framing in higher education.
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| 10. |
- McCrory, Gavin, 1990, et al.
(författare)
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Sustainability-oriented labs in real-world contexts: An exploratory review
- 2020
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Ingår i: Journal of Cleaner Production. - : Elsevier BV. - 0959-6526. ; 277, s. 1-18
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Forskningsöversikt (refereegranskat)abstract
- There are growing claims that meaningfully engaging with complex sustainability challenges requires change of a systemic nature. In governing transitions to sustainability, laboratories in real world contexts are growing in presence and promise. Yet, they span an array of contexts, conceptualisations and cases, making it difficult to find and relate labs across disciplines. Moreover, it is unclear how these labs vary in their approaches to sustainability, the importance of which has been voiced by the sustainability transitions community. In addressing these concerns, we adopted the broad research question: How can sustainability-oriented labs in real-world contexts be understood? We systematically reviewed 53 labs from disparate fields of research that broadly share a focus on sustainability. Through a mixed-methods analysis, we present three levels of results. Firstly, we provide an overview of the diversity in distribution, thematic focus and setup of labs. Secondly, we trace 7 different research communities where sustainability-oriented labs have been conceptualized (Living, Urban Living, Real-world, Evolutionary Learning, Urban Transition, Change and Transformation labs). Thirdly, we identify three key dimensions of labs, space, process and organisation, enabling a structured understanding of lab approaches towards sustainability. We then situate our results within salient transitions research areas, namely transition geographies, governance and innovation. In concluding, we point towards fruitful avenues for future research, capable of 1) unpacking lab approaches to sustainability as a dynamic normative property, and 2) providing a basis for complementary case-based comparison.
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