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- Christensen, Jonas, 1963-, et al.
(author)
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The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approachtoward Sustainable Learning Processes in Academic Profession
- 2021
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In: Sustainability. - Basel : MDPI. - 2071-1050. ; 13, s. 1-20
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Journal article (peer-reviewed)abstract
- In this article, we aim to identify and explore possibilities and challenges of academicinterdisciplinary capacities and ethos. The objective is that this knowledge could be used both infuture interdisciplinary research projects and in educational settings. We achieve this through selfreflectivelearning processes among a group of interdisciplinary scholars from four distinctly differentsubjects. The method used is an autoethnographic and empirical self-reflective approach to datacollection, analysis and deconstruction of professional learning processes. This also serves to establishresearch methodological trustworthiness and authenticity. The results show that interdisciplinarityis undervalued by grant-giving institutions and the academic system, in general. It also entailstime-consuming and risky research practices. However, interdisciplinary and collaborative researchcreates a more innovative and stimulating learning environment and enforces new ways of thinkingand doing, in ascertaining each individual’s knowledge and competences. We argue that a long-terminterdisciplinary and collaborative research process could enhance and raise a critical thinking andcreative consciousness among scholars, contributing to a more holistic, sustainable and socially robustlearning in research and higher education. Finally, we conclude that this academic interdisciplinarycapacity and ethos could be framed and enhanced by the notion of Challenge-Based Learning.
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| 2. |
- Christersson, Cecilia E., et al.
(author)
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Challenge-Based Learning in Higher Education : A Malmö University Position Paper
- 2022
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In: International Journal of Innovative Teaching and Learning in Higher Education. - : IGI Global. - 2644-1624 .- 2644-1640. ; 3:1, s. 1-14
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Journal article (peer-reviewed)abstract
- Higher education institutions (HEIs) have a pivotal role in fulfilling the social dimension of sustainability and contributing to a complex changing society. To meet these challenges, Malmö University has in interdisciplinary groups researched the role of challenge-based learning (CBL) in relation to staff, students, disciplines, and stakeholders. This position paper is based on that work. Malmö University argues that with a CBL approach, HEIs will actively contribute to the building of a sustainable learning society through collaboration in education, research, and innovation. This paper theoretically explores the CBL approach as a collaborative learning exchange within HEIs and society at large. CBL is defined through eight key elements, clustered as entities of three domains: diversity and inclusion, co-creation and collaboration, and change agents and contextual challenges. These are discussed and empirically exemplified with the purpose to support designing, planning, and accomplishing CBL in teaching and learning in HE for a global learning society.
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| 3. |
- Manik, Sadhana, et al.
(author)
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Take Stock of Fracking Risks and Count the Costs Towards an Ecosystem Services Assessment in South Africa
- 2023
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In: Alternation : Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa. - : Centre for the Study of Southern African Literature and Languages. - 1023-1757 .- 2519-5476. ; 30:1
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Journal article (peer-reviewed)abstract
- Many citizens in countries now accept that there is a need to adapt to climate change and to invest in renewable resources. This paper contributes to the planning of energy development in South Africa. Currently, South Africa is faced with a crisis in energy security with ‘load shedding’ resulting in hours without power. Coal, a fossil fuel, is the main source for energy in South Africa with negative effects for the environment and human health. To provide security over the future supply of domestic energy, the technique of fracking on and offshore is being advanced as an alternative by government which has been granting exploratory fracking licences. A review of the literature at the nexus of fracking, the Sustainable Development Goals (SDGs) and ecosystem services was undertaken from a triple risk lens (Prpich & Coulon 2018). The findings indicate that fracking operations may create a short-lived economic boom but there is substantive scholarly evidence on the immense long- term risks for both the environment and human health. The impact of land use changes through fracking and the risks of fracking operations for ecosystems, climate change and achieving the SDGs of Agenda 2030 are evident and form a ‘self-reinforcing loop’. We conclude that if fracking is predominantly being perceived from a prism of its economic benefits, then economic value needs to be attached to all the services that are provided by ecosystems. Thus, we recommend that an ecosystem services assessment must precede the granting of frackinglicences to evaluate whether fracking is a viable option. It is also suggested Take Stock of Fracking Risks and Count the Costs239that compensatory justice, be included as a policy measure for rehabilitation of the land where fracking has already commenced. In conclusion, we assert that healthy, environmentally sustainable living conditions need to be provided for all citizens and investment is needed to support adequate renewable energy infrastructure, a pre- requisite for government’s Just Energy Transformation (JET).
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