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Book part
Publication date: 20 June 2017

David Shinar

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Traffic Safety and Human Behavior
Type: Book
ISBN: 978-1-78635-222-4

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Book part
Publication date: 26 November 2016

Karin Klenke

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Qualitative Research in the Study of Leadership
Type: Book
ISBN: 978-1-78560-651-9

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Book part
Publication date: 29 November 2014

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Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

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Book part
Publication date: 28 January 2003

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Progress in Psychobiology and Physiological Psychology
Type: Book
ISBN: 978-0-12-542118-8

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Book part
Publication date: 12 October 2015

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Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-850-2

Available. Open Access. Open Access
Article
Publication date: 16 July 2024

Marlies L.E. van der Wee, Valentina C. Tassone, Arjen E.J. Wals and Peter Troxler

This study aims to bring together the available scattered knowledge about teaching and learning in Living Labs within higher education, and to explore their potential for…

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Abstract

Purpose

This study aims to bring together the available scattered knowledge about teaching and learning in Living Labs within higher education, and to explore their potential for supporting students’ sustainability-oriented transformative learning.

Design/methodology/approach

A literature review was conducted, applying a realist approach. A sample of 35 articles was analyzed qualitatively, mapping the data according to the realist constructs “context,” “intervention,” “mechanism” and “outcome” and using the constant comparison method for data analysis.

Findings

This study identified multiple characteristics of teaching and learning in sustainability-oriented Living Labs, namely, two socio-physical teaching and learning contexts, two pedagogical approaches as interventions therein, four learning processes as (potential) mechanisms and six sustainability-related learning outcomes. Two main challenges were also identified.

Originality/value

To the best of the authors’ knowledge, this is the first study that brings together the scattered results from previous studies into a comprehensive description of characteristics and challenges of teaching and learning in Living Labs as sustainability-oriented learning spaces in higher education. The findings can support educators in making scientifically grounded informed choices for teaching and learning in Living Labs and inform future empirical studies to examine when, how and why certain characteristics of teaching and learning in Living Labs, as identified in this study, can support sustainability-oriented transformative learning in higher education.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 9
Type: Research Article
ISSN: 1467-6370

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Book part
Publication date: 16 March 2020

Paul Lim and Andrew Parker

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Mentoring Millennials in an Asian Context
Type: Book
ISBN: 978-1-78973-484-3

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Book part
Publication date: 5 November 2021

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Institutional Interconnections and Cross-Boundary Cooperation in Inclusive Business
Type: Book
ISBN: 978-1-80117-213-4

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Book part
Publication date: 18 November 2022

Christi U. Edge

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Making Meaning with Readers and Texts
Type: Book
ISBN: 978-1-80262-337-6

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Book part
Publication date: 21 May 2024

Loes van Beuningen

High turnover rates, delay and dissatisfaction among PhD students about the high efforts and low rewards are common problems in doctoral education. Research shows that many…

Abstract

High turnover rates, delay and dissatisfaction among PhD students about the high efforts and low rewards are common problems in doctoral education. Research shows that many different factors are associated with the mental health crisis in graduate education, but these diverse aspects have not often been studied in relation to talent management and human resource management (HRM) strategies. Based on questionnaires and in-depth interviews, this chapter critically assesses the factors that influence doctoral students’ well-being, using as theoretical framework the self-determination theory, concerned with the social and other conditions that facilitate or hinder human well-being and flourishing, and the job demands–resources model, an occupational stress model that suggests strain is a response to imbalance between demands on the individual and the resources he or she has to deal with those demands. These theoretical frameworks help to explore the perceived job demands and resources, and motivations of a sample of 25 PhD students in the Netherlands, in order to recommend adequate talent management strategies to improve PhD work conditions at universities and reduce the increasing levels of ill-being. The study proposes a collegial model, focussing on the enjoyment of work, instead of the current managerial model, which focusses on strengthening knowledge and skills, and stimulating performance-oriented behaviour. A differentiated approach is needed, offering customized talent development for each PhD student in order to respond to his or her specific qualities, improving general well-being. This radical shift in talent management is needed to counter the mental health crisis in doctoral studies.

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