Building University Capabilities to Respond to Climate Change Through Participatory Action Research: Towards a Comparative Analytical Framework

Abstract

Her research interests include intersecting inequalities, particularly around gender, and the relationship between education and justice.

Higher Education, Inequalities, and a Tetralemma: Reflections on Depictions of Neonationalism and the Knowledge Society

“…Rigorous reviews of the literature on higher education and development outcomes , effects of the COVID pandemic ) and climate crisis (Nussey et al 2022) underline how higher education may support enhanced processes for building democracy, sustainability and equity, taking account of some of the issues posed by the form of economic growth. Before COVID, learning from previous disasters or pandemics, be it HIV, floods or earthquakes, was not hardwired into the form of higher education institutions, even though the initiatives taken to protect or support students, staff and local communities carried much useful insight ).…”

Diagnóstico socio territorial participativo: una estrategia que articula las necesidades de la sociedad con la formación universitaria

“…En este sentido, la IAP favorece el vínculo entre universidad y comunidad, así, el conocimiento no es exclusivo del ámbito académico, se amplía y complementa al incorporar experiencias y saberes producidos desde la práctica. Es una metodología que permite transitar a un cambio de paradigma en el quehacer universitario, donde la generación de conocimiento compartido puede impactar e influir en normas, procedimientos y prácticas institucionales, así como en la gobernanza y procesos más amplios de formulación de políticas universitarias (Nussey, et al, 2022). De acuerdo al mismo autor, este tipo de investigación permite flujos recíprocos de impacto y conocimiento entre universidades y los contextos sociales más amplios, mediante relaciones de equivalencia con actores dentro y fuera de los contextos universitarios.…”

Role of Higher Education Institutions in Addressing Climate Change Crisis: The Paradox of Core operations and Institutional Social Responsibilities

“…Several scholars investigate the role of universities in climate change education [4][5][6], engaging in climate policy debates [7,8], empowering individual actions towards climate actions [9] and postulating alternative economic models [10]. According to the Blueprint for SDG (sustainable devel-opment goals), embedding SDGs into curriculum which is an initiative of UN Global Compact, actions of universities or business school are not one size fits all [11,6]. Therefore, these higher education institutions should be able to develop a framework and guidelines in accordance with their strategic directions.…”

“…While the aforementioned frameworks guide educators to explore the options of integrating climate change utilising existing as well as programs, it does not recognise the contribution that universities make at climate change policy making levels. Adding a new direction to climate actions through universities, Reference [6] show how the principles of participatory action research can be utilised to enhance university capacities to take climate actions. Their key recommendations include moving beyond changing individual behaviour to respond to climate change to establish norms, procedures, and practices across university, building collectives with key individuals whose voices are to be heard in climate change debates and actions, enabling reciprocal relationships between universities as well as wider societies to influence university governance and wider climate-related policy-making processes.…”

“…The researchers9 conceptual framework which is organised as a capacity map is shown below. According to Reference [6], taking climate change actions through universities consists of four elements; institutional aspirations, practices, abilities and opportunities. Universities should know their aspirations and existing practices towards the advancement of climate actions.…”