Interdisciplinary Teamwork on Sustainable Development—The Top Ten Strategies Based on Experience of Student Initiated Projects

Braßler, Mirjam; Block, Miriam

doi:10.1007/978-3-319-47877-7_5

Cited by 10 publications

(10 citation statements)

References 30 publications

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“…They conclude that interdisciplinary research teams on sustainability work on the thin line between success and failure. Similar to researchers in interdisciplinary science projects, students also reported to experience conflict in interdisciplinary teamwork due to discipline-based differences [34,35,62,[64][65][66]. Particularly in interdisciplinary HESD, students' varying backgrounds, individual knowledge limitations in other disciplines, and different definitions and approaches to issues in SD become apparent [62].…”

Section: Interdisciplinary Vs Monodisciplinary Project-based Learninmentioning

confidence: 79%

“…Zhou [9] identified poor management, a lack of supervisory support, and ineffective communication as typical barriers in project-based learning in HESD. These barriers might be even higher in interdisciplinary project-based learning, since interdisciplinary teams experience difficulties in identifying common ground, misunderstandings, and conflict [34,35,62,[64][65][66]. The implementation of tutors who function as mediators might enhance understanding across disciplines at the beginning of interdisciplinary teamwork.…”

Section: Discussionmentioning

confidence: 99%

“…Second, the questionnaires measuring students' innovation might have activated repeated self-reflections and therefore might have implicitly fulfilled the function of a reflection intervention. Since self-reflection and process reflection were identified as key to successful teamwork in diverse teams [93,94] and interdisciplinary collaboration [61,66,95], the application of the instrument might have facilitated innovation due to repeated measurement occasions.…”

Section: Discussionmentioning

confidence: 99%

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Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Braßler

Schultze

2021

Sustainability

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Innovative ideas are essential to sustainable development. Students’ innovative potential in higher education for sustainable development (HESD) has so far been neglected. Innovation is often associated with an interdisciplinary approach. However, the results of research on diversity and its role in innovation are inconsistent. The present study takes a longitudinal approach to investigating student teams in project-based learning courses in HESD in Germany. This study examines how innovation develops in interdisciplinary student teams in contrast to monodisciplinary student teams. The results of the latent change approach from a sample of 69 student teams indicate significant changes in students’ innovation over time. Monodisciplinary student teams outperform interdisciplinary student teams in idea promotion (convincing potential allies) at the beginning, whereas interdisciplinary student teams outperform monodisciplinary student teams in idea generation (production of novel and useful ideas) in the midterm. There is no difference in the long term. The results indicate that interdisciplinary student teams have an advantage in the generation of novel ideas but need time to leverage their access to different discipline-based knowledge. We discuss practical implications for the design of interdisciplinary learning with strategies to support students in the formation phase in project-based learning in HESD.

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Section: Interdisciplinary Vs Monodisciplinary Project-based Learninmentioning

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Braßler

Schultze

2021

Sustainability

Self Cite

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“…Many barriers to interdisciplinary education regarding educators have also been reported among students [26,67,72,75,97], who also experience conflicts due to disciplinebased differences. Particularly in interdisciplinary HESD, students' varying backgrounds, individual knowledge limitations in other disciplines, and a different habitus of definitions and approaches to issues in SD become apparent [75].…”

Section: Opportunities and Challenges Of Interdisciplinary Learning In Esdmentioning

confidence: 99%

Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development

Braßler

Sprenger

2021

Sustainability

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Extant research into the efficacy of—especially interdisciplinary—higher education for sustainable development (HESD) is limited. A need exists to investigate students’ development of sustainability knowledge, attitudes, and behaviours. Furthermore, universities have experienced difficulties implementing interdisciplinary HESD because of organisational barriers due to monodisciplinary structures, as well as educators’ and students’ reservations. This study introduces an interdisciplinary approach to HESD and investigates its efficacy regarding students’ development of sustainability knowledge, attitudes, and behaviours at a university in Germany. The approach applies a series of lectures by different sustainability experts accompanied by several tutorials that support students’ interdisciplinary learning and teamwork towards an interdisciplinary sustainability product. Tutors were trained in interdisciplinary teaching methods, as well as interdisciplinary communication and conflict management, beforehand. Before participating in the interdisciplinary course, the students had a moderate level of sustainability knowledge and behaviour, and a high level of sustainability attitudes. The results from the pre–post-test analysis indicate an increase in students’ sustainability knowledge and behaviours, and no change in students’ sustainability attitudes. If typical barriers to interdisciplinarity are mitigated, interdisciplinary HESD can facilitate students’ development.

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“…It appears evident that ESDGs may be difficult to teach in traditional instructional formats. Active and open learning seems to be more suitable to engage students throughout their entire career (Braßler, 2016;Braßler and Block, 2017) because transformational learning is enhanced by continuous competences (Abou-Warda, 2014;Sipos et al, 2008;Taylor and Cranton, 2012). There is a lack of studies on how to match the essential elements of a transformative learning experience to ESDGs.…”

Section: Literature Review 21 Education For Sustainable Development Goals (Esdgs)mentioning

confidence: 99%

Education of sustainable development goals through students’ active engagement

Cottafava

Cavaglià²,

Corazza

2019

SAMPJ

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Purpose The purpose of this paper is to discuss and present new teaching techniques to advance the concept and the practice of education for sustainable development (SD). Due to the recently introduced 17 sustainable development goals (SDGs) and owing their interlinkages and targets, an evolution of the traditional teaching techniques is needed. Design/methodology/approach With the use of a single revelatory case study, this paper presents an example of education for SD goals activity carried out at the University of Torino, focussed on merging SD with the active engagement of students. Findings The empowerment of students happens through a transformative learning experience grounded in the acquisition of managerial soft skills useful in co-creating and co-designing projects to contribute towards SDGs effectively. Practical implications The ultimate goal is to support students to become active citizens in their communities (e.g. starting within the University). Social implications Students learnt about SDGs and the complexities of sustainability, and, at the same time, they learnt valuable tools to contribute to their transformation to develop projects for the benefit of local territories and organizations. Originality/value The paper showcases how transformative learning could be applied to SDGs. Awarded as one of the best practices regarding SD by the Italian Network of Universities for Sustainable Development, the case involves students in a transdisciplinary, creative and open learning environment.

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Interdisciplinary Teamwork on Sustainable Development—The Top Ten Strategies Based on Experience of Student Initiated Projects

Cited by 10 publications

References 30 publications

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development

Education of sustainable development goals through students’ active engagement

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