Karin Alm, Thomas H. Beery, David Eiblmeier and Tarek Fahmy
This study aims to understand better the student awareness and knowledge on how the Sustainable Development Goals (SDGs) are used in higher education institutions (HEIs) to…
Abstract
Purpose
This study aims to understand better the student awareness and knowledge on how the Sustainable Development Goals (SDGs) are used in higher education institutions (HEIs) to motivate students’ learning on sustainability. It is essential to consider students’ understanding of sustainability at the end of their studies to assess whether they feel prepared to apply sustainability in their daily work life.
Design/methodology/approach
The study has a quantitative case study design, and the specific method used is an online survey with masters’ students using the university student platform EvaSys. The study assesses approaching how students perceive the overall education integrating sustainability into programs and curricula.
Findings
The results showed that work-integrated learning (WIL) projects learning and real-life experiences as part of their studies enhanced the students’ understanding of sustainability. Moreover, the study showed that integrating an understanding of the SDGs in teaching offers universities a way to frame students’ key competencies in ways that allow them to develop their interpersonal competencies as ambassadors for sustainability in their future work life.
Practical implications
This study supports the argument that WIL and real-life university experiences enhance students’ key competencies critical for sustainability.
Originality/value
The pedagogical approach advanced in this paper addresses how WIL and real-life experiences might develop students’ key competencies on sustainability. This approach indicates that working with SDGs in teaching encourages students to promote their interpersonal competencies for sustainability.
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Karin Alm, Maria Melén and Caroline Aggestam-Pontoppidan
This study aims to explore an interdisciplinary pedagogical approach for advancing knowledge and understanding of the sustainable development goals (SDGs) at higher education…
Abstract
Purpose
This study aims to explore an interdisciplinary pedagogical approach for advancing knowledge and understanding of the sustainable development goals (SDGs) at higher education institutions (HEIs).
Design/methodology/approach
This qualitative study conducted an explorative experiment to elaborate on forms to advance a pedagogical approach that embeds sustainability. The design of the pedagogical project was explorative and interdisciplinary, using a predefined framework on key competencies for sustainability.
Findings
The findings showed that an interdisciplinary approach can create a learning setting that stimulates students’ problem-solving competencies for sustainability-related issues. Students were trained in the five key sustainable competencies addressed by Wiek et al. (2011). Moreover, although it is not always possible to arrange an interdisciplinary pedagogical setting, this might be a key condition for the development of students’ key competencies regarding their understanding of the SDGs. Addressing the SDGs from an interdisciplinary perspective paved the way for the development of students’ strategic competencies, including systems thinking and anticipatory competencies.
Practical implications
The pedagogical project, as an interdisciplinary explorative experiment, was shown to be a potentially suitable method to counteract “cherry-picking” approaches to teaching the SDGs at HEI.
Originality/value
The pedagogical approach advanced in this paper, extends active learning and interdisciplinarity in higher education. The authors argue that this approach encourages students to take ownership of and responsibility for their learning process and indicates a changed mindset and behavior.
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Daniela Argento, Daniel Einarson, Lennart Mårtensson, Christel Persson, Karin Wendin and Albert Westergren
This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics…
Abstract
Purpose
This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes.
Design/methodology/approach
This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes.
Findings
The findings highlight how academics representing different disciplines, with specific traditions and characteristics, face the sustainability challenge. Despite being bound by similar sustainable development goals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is the ultimate goal.
Research limitations/implications
Although the intrinsic motivation of individuals to work with sustainability might be a strong driver, the implementation of sustainability within courses/programmes and across disciplines requires joint efforts and collective institutional work.
Practical implications
By highlighting how academics engage in the work of integrating sustainability, this study emphasizes that managers of higher education institutions need to account for the time and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsic motivation may not last if organizational structures and leadership are not supportive on a practical level and in the long run.
Social implications
With the successful implementation of a holistic approach to sustainability, students will have better insights and understanding of both themselves and the surrounding society, laying the ground for an inclusive future society.
Originality/value
This paper emphasizes the gradual approach to be followed when sustainability becomes part of an organization-wide discourse. Dialogues within and across disciplines are needed to overcome silo thinking and stimulate cooperation within a trans-disciplinary approach.
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William R. Freudenburg, Scott Frickel and Rachel E. Dwyer
Examines the debate over “Higher superstition” (Gross and Levitt, 1994). Puts forward the arguments in the book and the response to the book from members of the US science and…
Abstract
Examines the debate over “Higher superstition” (Gross and Levitt, 1994). Puts forward the arguments in the book and the response to the book from members of the US science and technology studies community. Asserts that increases in technical control have been at the expense of social and individual control. Mentions “diversionary reframing” – changing the subject, possibly by diverting attention away from the subject matter to the person doing the criticizing. Explores public attitudes towards science and technology, quoting a number of layman approaches to the bafflement of science. Identifies the irony in Gross and Levitt’s arguments, particularly in developing the interface between science and technology. Recommends paying more attention to the social construction of beliefs.
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Nina Konstantin Nissen, Peter Sandøe and Lotte Holm
Meat which has been injected or tumbled with water, salt, sugar and other ingredients, has been available on the Danish market for some decades and is now becoming increasingly…
Abstract
Purpose
Meat which has been injected or tumbled with water, salt, sugar and other ingredients, has been available on the Danish market for some decades and is now becoming increasingly common. However, it is not known whether this so‐called neutrally marinated meat will be appropriated by consumers in the long term, or will be destined to be a marginal second rate product. The purpose of this paper is to explore the views of consumers on neutrally marinated meat, including acceptance and potential problems for appropriation.
Design/methodology/approach
Four focus group interviews were conducted involving 27 Danish consumers with various socio‐demographic backgrounds.
Findings
The interviewed consumers had very little prior knowledge of neutrally marinated meat, and expressed ambivalent attitudes when introduced to it. They had favourable reactions to its taste, texture and robustness and saw the potentially low price as a positive feature. But they also viewed neutrally marinated meat as unnatural, unauthentic and potentially risky to health. Furthermore, concern was expressed due to the lack of information available to consumers and due to suspicion of unfair prices. The focus group interviews also showed that categorisation of neutrally marinated meat in different social contexts is not settled, underlining a sense of ambivalence among consumers. So, even though neutrally marinated meat is being consumed it is unclear if and when conceptual appropriation will take place.
Originality/value
This study provides a broader perspective on consumer perception of new products than found in conventional sensorial tests, including views on the processing, health aspects, ethical aspects and convenience aspects.