Strengthening learning processes in natural resource management in developing countries through interdisciplinary and problem‐oriented learning

Dohn, Helge; Gausset, Quentin; Mertz, Ole; Müller, Torsten; Oksen, Peter; Triantafillou, Peter

doi:10.1108/14676370310467104

Cited by 8 publications

(3 citation statements)

References 9 publications

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“…DE is closely related to other value‐based educational approaches, such as sustainability, peace, gender, human rights and global citizenship (Polo, 2004). In this respect, since the mid‐1990s, engineering education has been incorporating education on sustainability, as Barnes and Phillips (2000), Perdan et al (2000) and Dohn et al (2003) show, and whose experiences are closely related to the ones presented here (cross sector partnerships, case studies and problem‐oriented learning activities respectively). Also similar are other experiences related with human rights (Hoole, 2002).…”

Section: Introductionsupporting

confidence: 53%

Development education and engineering

Foguet

Oliete‐Josa

Saz-Carranza

2005

Int J of Sus in Higher Ed

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PurposeTo show the key points of a development education program for engineering studies fitted within the framework of the human development paradigm.Design/methodology/approachThe bases of the concept of technology for human development are presented, and the relationship with development education analysed. Special attention is dedicated to the role of case studies in engineering courses. After that, the development education program pushed by the Civil Engineering School of Barcelona and Engineering without Borders is explained, focusing on two major contributions: two optional courses about international aid and development and nine classroom case studies about different technologies used in real co‐operation projects.FindingsThis work provides a conceptual basis for incorporating development education into engineering studies, a general overview of different activities promoted in Spanish technical universities and practical information about optional courses and classroom case studies.Research limitations/implicationsThe proposal is based on the experience in Spanish engineering curricula (mostly in five‐year degrees). Some of the topics covered by the courses and the case studies can be better adapted at postgraduate level in three‐ or four‐year degrees.Practical implicationsIt is shown that development education can be incorporated into engineering studies through different specific non‐expensive activities.Originality/valueThis work presents and puts in context the development education activities pushed coordinately between a non‐governmental organization and an engineering school. Thus, it can be of major interest for both teachers and workers of the international development field.

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Section: Introductionsupporting

confidence: 53%

Development education and engineering

Foguet

Oliete‐Josa

Saz-Carranza

2005

Int J of Sus in Higher Ed

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“…problem based learning "share assumptions about active, constructive, and authentic learning" (Jonassen, 2000, p. 91). PBL has been discussed and advocated by various authors (Barab and Duffy, 2000;Dohn et al, 2003;Hodges, 2005;Kyvgaard Hansen, 2003;Leroy et al, 2001;Stärk, 2001;Tynjälä 1999). PBL has its historical roots in progressive education in Germany between 1895 and 1933 ("Reformpädagogik", e.g.…”

Section: Project-based Learning (Pbl)mentioning

confidence: 99%

Learning to research environmental problems from a functional socio‐cultural constructivism perspective

Stauffacher

Walter

Lang

et al. 2006

International Journal of Sustainability in Higher Education

164

163

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Purpose -The purpose of this paper is to present the transdisciplinary case study (TCS) as a learning framework based on what we call functional socio-cultural constructivism and project-based learning (PBL). In doing so, the paper attempts to illustrate the applicability of TCS to learn competencies and skills necessary to research problems of sustainable development. Design/methodology/approach -TCS is considered a learning framework based on the principle of self-regulated learning; i.e. students must actively deal with the requirements as well as plan and execute their project work within their own worldviews and goals. TCS methods are essential as we tackle complex real-world problems. Findings -The paper discusses challenges and obstacles of such an approach and present lessons learned since 1994, on both the viewpoints of students and of teachers. It conclude that case study learning is a demanding task, especially in a transdisciplinary context where more challenges emerge than in PBL, since goals of teachers, case agents, and students have to be balanced. Practical implications -TCS or courses like it are important for universities at the present time. Under present budget restrictions and a wide-ranging mistrust of society toward universities, there is a necessity for a new contract between society and research: students should learn to take over responsibility in societal contexts and be able to communicate beyond the "ivory tower". Originality/value -The learning goals of TCS differ from the goals of most university courses. They are more comprehensive and include complex problem solving, societal context, and group processes. The ambitious goal is that students become enabled to tackle complex, real-world problems.

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“…When under time pressure or emotional stress, and working in an unfamiliar environment, the students have difficulties accommodating each other's working styles, disciplinary input or points of view. Similar courses have been undertaken in Thailand and Malaysia (Dohn et al, 2003), and the conflicts and differences between the different cultures are no less in Asia than in Africa. It is understandable, but probably not correct to identify these differences and conflicts as signs of racism.…”

Section: Student Perspectivesmentioning

confidence: 80%

Clear the Mind of Pre-conceived Ideas and Get Your Hands Dirty! An Approach to Field-based Courses: The SLUSE-southern Africa Experience

Hill

Traynor

Birch‐Thomsen

et al. 2008

Journal of Geography in Higher Education

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This paper explores an approach to problem-oriented, interdisciplinary field-based courses devised by university consortia in southern Africa and Denmark. The SLUSE (Sustainable Land Use and Natural Resource Management) model has been applied on six three-week field courses within southern Africa and trained over 200 students. Student groups composed of individuals from different academic disciplines that investigated problems specifically devised to integrate social and natural science approaches set the stage for an interdisciplinary approach. The field locations are in rural areas that have a legacy of marginalization, poverty and reliance on natural resources for at least part of their livelihoods thus allowing for environmental and natural resource issues to be investigated. Course evaluations show that students feel they gain invaluable exposure to the innovative field-based learning environment created by the SLUSE approach. The main benefit perceived by hosting local communities was an increase in their self-esteem and to harness the knowledge and experience gained from the courses to further enrich their own communities. On reflection, the students value the opportunity to work cross-culturally, and trying new techniques on 'real' issues. To many students the personal challenges they face adjusting to the demands of the field course are as important as the academic outputs.

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Strengthening learning processes in natural resource management in developing countries through interdisciplinary and problem‐oriented learning

Cited by 8 publications

References 9 publications

Development education and engineering

Development education and engineering

Learning to research environmental problems from a functional socio‐cultural constructivism perspective

Clear the Mind of Pre-conceived Ideas and Get Your Hands Dirty! An Approach to Field-based Courses: The SLUSE-southern Africa Experience

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