Moving Forward on Competence in Sustainability Research and Problem Solving

Wiek, Arnim; Withycombe, Lauren; Redman, Charles L.; Mills, Sarah Banas

doi:10.1080/00139157.2011.554496

Cited by 107 publications

(82 citation statements)

References 3 publications

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“…This is to be in line with the global education landscape that has been placing higher importance on cultivating higher order level of thinking [2]. The Malaysian Ministry of Education highlighted in their National Higher Education Strategic Plan [3] that higher education institutions need to focus on teaching and learning practices that are able to increase a graduates' employability.…”

Section: Introductionmentioning

confidence: 90%

Enhancing Problem-Solving Skills in an Authentic Blended Learning Environment: A Malaysian Context

Yeen-Ju¹,

Neo²,

Selvaretnam³

2015

IJIET

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Abstract-Graduate unemployment rate in Malaysia is an increasing problem and often linked to a lack of problem-solving, critical thinking and communication skills. This paper presents the development of blended learning environment through the integration of authentic learning strategies designed to enhance problem-solving skills amongst Malaysian undergraduate students. The learning environment was blended in its approach and centered on an authentic task. Student feedback was gathered and indicated a positive response towards authentic blended learning environments. Problem-solving, critical thinking, creative thinking, and communication skills were enhanced in this learning environment, providing encouraging support for the use of authentic learning strategies in technology-backed classrooms within higher education institutions.

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Section: Introductionmentioning

confidence: 90%

Enhancing Problem-Solving Skills in an Authentic Blended Learning Environment: A Malaysian Context

Yeen-Ju¹,

Neo²,

Selvaretnam³

2015

IJIET

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“…Such research collaborations provide a series of benefits, including substantive (e.g., accounting for multiple perspectives for improving problem understanding and developing solution options); normative (e.g., eliciting and negotiating values and preferences), and instrumental benefits (e.g., developing legitimate processes and linking knowledge to action) [38][39][40]. With adequate coaching, students acquire interpersonal competence in participatory settings, that is the ability to motivate, enable and facilitate outcome-oriented collaboration among diverse stakeholder groups [7]. In advanced PPBL courses, participatory settings are initiated and supported by a transacademic interface manager, who facilitates the collaboration between students, faculty, and stakeholders [11,13].…”

Section: Key Features Of Problem-and Project-based Learning In Sustaimentioning

confidence: 99%

“…The consolidation is indicated by the number of established sustainability degree programs, academic journals, conferences, as well as scientific and professional associations. Recent literature shares the conviction that contextual, constructivist, and collaborative learning approaches on developing solution options to real-world sustainability problems involving stakeholders are best suited to building students' sustainability expertise [4][5][6][7]. Accordingly, sustainability and other programs around the world have begun to offer problem-and project-based learning (PPBL) courses that often involve collaboration with stakeholders [8][9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability

2013

Self Cite

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Problem-and project-based learning (PPBL) courses in sustainability address real-world sustainability problems. They are considered powerful educational settings for building students' sustainability expertise. In practice, however, these courses often fail to fully incorporate sustainability competencies, participatory research education, and experiential learning. Only few studies exist that compare and appraise PPBL courses internationally against a synthesized body of the literature to create an evidence base for designing PPBL courses. This article introduces a framework for PPBL courses in sustainability and reviews PPBL practice in six programs around the world (Europe, North America, Australia). Data was collected through semi-structured qualitative interviews with course instructors and program officers, as well as document analysis. Findings indicate that the reviewed PPBL courses are of high quality and carefully designed. Each PPBL course features innovative approaches to partnerships between the university and private organizations, extended peer-review, and the role of knowledge brokers. Yet, the findings also indicate weaknesses including paucity of critical learning objectives, solution-oriented research methodology, and follow-up research on implementation. Through the comparative design, the study reveals improvement strategies for the identified challenges and provides guidance for design and redesign of PPBL courses.

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“…Indeed UNESCO, in the resolution adopted on the report of Commission III at the 20th plenary meeting in 2003 [14] (p. 35), indicates an appropriate path to take by pointing to the "Earth Charter" as a fundamental framework of general reference in any training process towards sustainable development; there are a great deal of "good practice" cases to date that have followed its guidelines [15][16][17][18][19][20][21][22]. However, an international consensus on what the general key competencies in sustainability should precisely be does not yet seem to have been reached, as is reflected in the ample existing literature ( [23][24][25][26][27][28][29][30][31][32][33][34][35][36]; among others).…”

Section: Key Competencies For a Sustainability Economymentioning

confidence: 99%

Learning for a Sustainable Economy: Teaching of Green Competencies in the University

Menoyo

2014

Sustainability

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This paper looks at universities as training centers for a sustainable economy. Their remit is to promote the required competencies to achieve that aim, including competencies in sustainability. This article describes the role that the universities in Spain are fulfilling with respect to these issues and presents a training proposal that comprises four key competencies in sustainability with their corresponding performance indicators that permit the evaluation of different levels of achievement in training processes. These competencies must embrace their formative role not only with regard to future graduates who will be employed in "green jobs" per se, but also with regard to those alumni who will work in all the other productive sectors, in addition to all citizens directly and indirectly involved in the wider economy as consumers, producers and (direct or indirect) recipients of its effects. The proposal is based on the recommendations of the Conferencia de Rectores de Universidades Españolas (CRUE: Conference of Chancellors of Spanish Universities), and can be adapted to the teaching programs of different subjects in order to facilitate the training necessary in general competencies of sustainability within the ambit of the subjects taught. Furthermore, this proposal follows the institutional strategy of CRUE to promote curricula sustainability through the inclusion of the principles and values of sustainable development in every degree and educational program taught. This proposal could also be applied to other cultural contexts with similar characteristics.

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Moving Forward on Competence in Sustainability Research and Problem Solving

Cited by 107 publications

References 3 publications

Enhancing Problem-Solving Skills in an Authentic Blended Learning Environment: A Malaysian Context

Enhancing Problem-Solving Skills in an Authentic Blended Learning Environment: A Malaysian Context

Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability

Learning for a Sustainable Economy: Teaching of Green Competencies in the University

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