TY - CHAP
T1 - The role of students in the co-creation of transformational knowledge and sustainability experiments
T2 - Experiences from Sweden, Japan and the USA
AU - Trencher, Gregory
AU - Rosenberg Daneri, Daniel
AU - McCormick, Kes
AU - Terada, Toru
AU - Petersen, John
AU - Yarime, Masaru
AU - Kiss, Bernadett
N1 - Publisher Copyright:
© Springer International Publishing Switzerland 2016.
PY - 2016
Y1 - 2016
N2 - Accompanying realisations that engagement of multiple societal sectors (academia, industry, government, citizenry) and disciplines is required for formulating effective responses to complex sustainability challenges, calls for new forms of knowledge production are increasing in magnitude, both inside and outside the university. In parallel, experiences from the United Nations Decade of Education for Sustainable Development have highlighted that collaborations with societal stakeholders and experiential approaches are desirable for effective sustainability education. This article examines activities at three institutions—Lund University, Oberlin College and the University of Tokyo—to identify potential models for integrating students into the co-creation of transformational knowledge and sustainability experiments with faculty and multiple stakeholders. We examine the types of outputs that can ensue differing participation models, whilst also considering their impact on university and stakeholder efforts to advance societal sustainability. We argue that transformational sustainability partnerships integrating students can foster the alignment of the three university missions of education, research and community engagement with place-specific needs and sustainability challenges. Accordingly, efforts to promote experiential forms of sustainability education with societal stakeholders should refrain from focusing uniquely on education and encourage synergistic linking of all university missions.
AB - Accompanying realisations that engagement of multiple societal sectors (academia, industry, government, citizenry) and disciplines is required for formulating effective responses to complex sustainability challenges, calls for new forms of knowledge production are increasing in magnitude, both inside and outside the university. In parallel, experiences from the United Nations Decade of Education for Sustainable Development have highlighted that collaborations with societal stakeholders and experiential approaches are desirable for effective sustainability education. This article examines activities at three institutions—Lund University, Oberlin College and the University of Tokyo—to identify potential models for integrating students into the co-creation of transformational knowledge and sustainability experiments with faculty and multiple stakeholders. We examine the types of outputs that can ensue differing participation models, whilst also considering their impact on university and stakeholder efforts to advance societal sustainability. We argue that transformational sustainability partnerships integrating students can foster the alignment of the three university missions of education, research and community engagement with place-specific needs and sustainability challenges. Accordingly, efforts to promote experiential forms of sustainability education with societal stakeholders should refrain from focusing uniquely on education and encourage synergistic linking of all university missions.
KW - Stakeholder collaboration
KW - Students
KW - Sustainability education
KW - Sustainability co-creation
KW - Transformational knowledge
KW - University partnerships
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U2 - 10.1007/978-3-319-26734-0_13
DO - 10.1007/978-3-319-26734-0_13
M3 - Chapter
AN - SCOPUS:85071435046
T3 - World Sustainability Series
SP - 191
EP - 215
BT - World Sustainability Series
PB - Springer
ER -