Janne J. Salovaara and Katriina Soini
The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have…
Abstract
Purpose
The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have completed university education geared to the development of sustainability change-makers.
Design/methodology/approach
The research scope was initially on examining professional practices following the boundary work theory. Social practice theory was used as a methodological approach in conducting and analysing thematic interviews with 19 sustainability-focused master’s programme alumni. The interviews were analysed against the theoretical framework while also noting findings that fell outside of this framework.
Findings
A framework for understanding materials, competences and meanings of practices connected to the professional field of sustainability was introduced. The framework suggests that in the practices of sustainability-educated professionals, meanings emerge as a top priority and are conveyed using position-based materials and various complexes of competency.
Research limitations/implications
The authors suggest that boundary theory informs well the emergence of the professional field of sustainability, and the utilisation of a practice theory furthers the understanding of sustainability professionalism and its education.
Practical implications
The authors’ suggest that practice theory could thus provide deeper insights on how sustainability science alumni use their education after graduation, how they practice their profession and in return offer applicable reflections to sustainability education.
Originality/value
Research using practice theory in reflection on sustainability education and the professional practice of sustainability has not been widely conducted and in the authors’ opinion brings value to the education and practice of sustainability and to the research of sustainability education.
Details
Keywords
Katriina Soini, Kaisa Korhonen-Kurki and Henna Asikainen
The purpose of this study is to explore the learning outcomes of the project-based learning in a Master Class programme on sustainability carried out in collaboration by the…
Abstract
Purpose
The purpose of this study is to explore the learning outcomes of the project-based learning in a Master Class programme on sustainability carried out in collaboration by the University of Helsinki and a private company operating in global mining technology. The following two questions were addressed: Q1. What kind of sustainability competences do participants acquire in the Master Class? Q2. What is the role of PBL in the learning outcomes?
Design/methodology/approach
The study is based on an ex ante open-ended survey and post-ante interviews addressed to the participants. The data were analysed using the qualitative content analysis.
Findings
The findings show that the Master Class contributed to most of the competences under study. However, unlike in previous studies, systemic thinking is highlighted as a fundamental rather than a parallel core competence. Furthermore, the results also emphasise the role of emotions, which is insufficiently acknowledged and accounted for in sustainability education.
Research limitations/implications
The study focussed only on the learning outcomes of the participants (students) and not the other parties (such as company and researchers).
Practical implications
Future research should focus on affective dimension as a stepping stone to the transformational learning. In addition, the role of the systemic understanding in sustainability education should be highlighted as a core competence.
Social implications
The study revealed the overall positive impacts of the co-creation in university – business collaboration to the participants’ sustainability competences.
Originality/value
The study presents an empirical case study where the various competence frameworks were applied with a result of confirming the validity of the existing key competences, in particular the systemic understanding and showing the role of the affective dimension in the transactional learning.