Utilizing international networks for accelerating research and learning in transformational sustainability science

Abstract

A promising approach for addressing sustainability problems is to recognize the unique conditions of a particular place, such as problem features and solution capabilities, and adopt and adapt solutions developed at other places around the world. Therefore, research and teaching in international networks becomes critical, as it allows for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations. This article identifies eight distinct types of research and teaching collaborations in international networks that can support such accelerated learning. The four research types are, with increasing intensity of collaboration: (1) solution adoption; (2) solution consultation; (3) joint research on different problems; and (4) joint research on similar problems. The four teaching types are, with increasing intensity of collaboration: (1) adopted course; (2) course with visiting faculty; (3) joint course with traveling faculty; and (4) joint course with traveling students. The typology is illustrated by extending existing research and teaching projects on urban sustainability in the International Network of Programs in Sustainability, with partner universities from Europe, North America, Asia, and Africa. The article concludes with challenges and strategies for extending individual projects into collaborations in international networks.

Key characteristics of academics promoting Sustainable Human Development within engineering studies

“…Nonetheless, the overspecialisation of research and the fragmentation of knowledge through disciplinary boundaries are still common in engineering faculties (Halbe et al, 2015), and 'connection' -within university borders and with society as a whole -should be enhanced in order to overcome this shortcoming. In fact, there is a claim of more permanent relations between universities and external non-academic partners (Mulder et al, 2012;Velazquez et al, 2006), and to foster the collaboration with international networks to accelerate SD learning and transformation (Withycombe Keeler et al, 2016).…”

Strategic Networking for Sustainability: Lessons Learned from Two Case Studies in Higher Education

“…Global sustainability problems such as climate change, biodiversity loss, and poverty are leading to major socio-ecological change, prompting us to accelerate joint efforts to achieve a more sustainable and just future [1][2][3][4]. Higher education institutions (HEIs), as places where future citizens are educated, knowledge is (co-)produced, and developments are critically reflected, can play a key role in addressing sustainability challenges [5][6][7][8][9][10][11][12].…”

“…Embedded in specific geographic, political, and cultural contexts, HEIs provide different approaches and expertise on how to address sustainability challenges. Therefore, interinstitutional exchange, collaboration, and even co-creation between HEIs are crucial, as they allow "for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations" ( [4], p. 749). With regard to a general spectrum of formats of interaction, we consider exchange, collaboration including co-design, co-production, and outreach as relying on two-way-communication.…”

“…A growing body of literature investigates different formats of inter-and transdisciplinary HEI-collaboration [4], e.g., focusing on international, often bi-lateral research collaborations and co-authorships [26,27], joint education projects [4,28,29], as well as mutual knowledge and first-hand experiential exchange on efforts for sustainable campus management [24]. Other works address different forms of networks from a meta-perspective [17,20].…”

New Science Institutions for Global Sustainability

“…It is a common assumption that global research coordination can and should improve the performance of global change and sustainability research (Berkhout, 2014;Future Earth, 2013;Holm et al, 2013;Rice, 2013;Withycombe Keeler et al, 2015). However, global coordination also comes at a cost, as it requires substantial investments of both financial as well as intellectual and human resources (Cummings & Kiesler, 2007;Hessels, 2013).…”