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Article
Publication date: 1 July 2006

Roland W. Scholz, Daniel J. Lang, Arnim Wiek, Alexander I. Walter and Michael Stauffacher

This paper aims at presenting the theoretical concepts of the transdisciplinary case study approach (TCS), which is a research and teaching approach developed and elaborated at…

5191

Abstract

Purpose

This paper aims at presenting the theoretical concepts of the transdisciplinary case study approach (TCS), which is a research and teaching approach developed and elaborated at the Swiss Federal Institute of Technology (ETH), as a means of transition support.

Design/methodology/approach

The paper reveals the historical roots of case studies, transdisciplinarity and sustainable development as teaching and research paradigms. The TCS approach is presented, which has been developed at ETH for supporting transition management of regional, urban, and organizational systems. This approach is entrenched by an ontology that reveals the basic characteristics of ill‐defined transition problems, an epistemology that refers to Probabilistic Functionalism and distinguishes between multi‐layered systemic and normative epistemics, a methodology that includes a set of methods for case representation (including modelling and projection), assessment, and strategy building, and a project management model that refers to more than a dozen TCSs in the field of sustainable development. Problems of validity of TCSs as a research methodology are discussed.

Findings

Three major strengths of the TCS approach presented in the paper are: that it is based on three sound paradigms, which focus on different, relevant characteristics of complex, human‐environment systems; i.e. the case study approach, transdisciplinarity and sustainable development, that it is strictly organized according to an elaborated and consistent theoretical framework that includes ontological, epistemological, methodological, and organizational considerations, and that it is itself subject to an ongoing inquiry and adaptation process. All theoretical considerations of the paper are clarified be elaborated examples from the more than 10 years experience with TCS of the authors.

Practical implications

The paper gives a comprehensive overview of the theoretical foundation of TCS that might assist other scientists engaged in case study research and teaching to further develop their approaches. Additionally, relevant topics for further research in the field of TCS are presented which hopefully induce an inspiring discussion among case study researchers.

Originality/value

As far we know, this paper is one of the first that presents a comprehensive and theoretically sound overview of applying transdisciplinary case studies as means of sustainability learning. Thus, it can be seen as a first, crucial step for establishing the new research field of TCS research and a sound research community of complex, transdisciplinary problem solving towards sustainability learning.

Details

International Journal of Sustainability in Higher Education, vol. 7 no. 3
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 8 January 2021

Theres Konrad, Arnim Wiek and Matthias Barth

For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal…

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Abstract

Purpose

For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the understanding of how graduate students learn interpersonal competence in project-based sustainability courses.

Design/methodology/approach

This study adopts a multi-case study approach triangulating observations, semi-structured interviews and focus groups supported by Photovoice method. A comparison of three project-based sustainability courses in graduate programs at universities in the USA, Germany, Switzerland and Spain is conducted to gain generalizable insights on how interpersonal competence can be developed through project-based sustainability courses.

Findings

Receiving inputs, experiencing, reflecting and experimenting are four learning processes supportive of interpersonal competence development. Interpersonal attitudes seem to be mostly learned through a combination of experiencing and reflecting, followed by experimenting; not surprisingly, interpersonal knowledge is mostly developed through a combination of receiving inputs, experiencing and (collective) reflection; and interpersonal skills seem to be mostly learned through a combination of receiving inputs and experimenting, or, more directly, experiencing and experimenting.

Practical implications

These findings support the unique learning opportunities offered through project-based sustainability courses and can help instructors to better facilitate students’ development of interpersonal competence.

Originality/value

The value of this study is three-fold: (i) it provides a comprehensive picture of interpersonal competence, including attitudes, knowledge, and skills; (ii) it spells out specific teaching and learning processes; and (iii) it links these to specific interpersonal competence facets and components.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 3
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 1 November 2012

Michelle Bauml and Sherry L. Field

Notable Social Studies Trade Book (NSSTB) lists include books selected annually by the Book Review Committee of the National Council for the Social Studies in conjunction with the…

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Abstract

Notable Social Studies Trade Book (NSSTB) lists include books selected annually by the Book Review Committee of the National Council for the Social Studies in conjunction with the Children’s Book Council. These lists are excellent resources for teachers who use children’s literature to support social studies instruction in their classrooms. We report our analysis of award-winning titles for primary grades published from 2001-2011. Biographies and books that address topics about families are featured as a starting place for primary grades teachers to begin incorporating NSSTB into their social studies instruction. We conclude by suggesting ways for primary grade teachers to utilize the book lists each year.

Details

Social Studies Research and Practice, vol. 7 no. 3
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 2 May 2017

Elise Barrella, Kelsey Lineburg and Peter Hurley

The purpose of this paper is to describe a pilot application of the Sustainable Transportation Analysis & Rating System (STARS), and highlight how a sustainability rating system…

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Abstract

Purpose

The purpose of this paper is to describe a pilot application of the Sustainable Transportation Analysis & Rating System (STARS), and highlight how a sustainability rating system can be used to promote sustainable urban development through a university–city partnership. STARS is an example of a second-generation “green” rating system focused on transportation planning, design, operations and maintenance.

Design/methodology/approach

In Fall 2013, James Madison University (JMU) initiated a STARS pilot demonstration using a local corridor that connects the university and the city of Harrisonburg. The pilot’s purposes were to develop attainable transportation-development targets, evaluate infrastructure and programmatic options in the context of a credit-based system and demonstrate a decision-making framework centered on sustainability optimization. The paper provides an overview of the STARS framework and the pilot’s collaborations, analysis, findings and recommendations for credits across sustainability dimensions.

Findings

Upon applying the rating system, the research team found that STARS may initially be easier to integrate into a comprehensive transportation planning process than a corridor-level evaluation due to data needs, in-house expertise and planning timelines for campus and city developments. A campus-wide master plan based on STARS would enable a university and a city to apply sustainability principles to their physical and/or policy interfaces to systemically create change and achieve quantifiable targets.

Originality/value

The STARS framework provides a novel approach for integrating multiple stakeholders (faculty, the university and city staff, students and community members) in a process of capacity building, evaluating options, policy-making, implementation and performance monitoring. The JMU pilot is the first application of STARS at a university and the only US East Coast application to date.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 4
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 17 April 2007

Theresa Jefferson

The purpose of this paper is to discuss how ICTs are used in regional conflicts, war and terrorism. It details some of the most common uses and provides some thoughts for

1008

Abstract

Purpose

The purpose of this paper is to discuss how ICTs are used in regional conflicts, war and terrorism. It details some of the most common uses and provides some thoughts for researchers in the area

Design/methodology/approach

Reviews the most common uses of ICTs in regional conflicts, war and terrorism.

Findings

It gives examples of the role ICTs have in influencing public opinion and foreign policy and conducting military, terrorist, and aid operations.

Originality/value

Provides insights for future researchers.

Details

VINE, vol. 37 no. 1
Type: Research Article
ISSN: 0305-5728

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Article
Publication date: 7 November 2016

Guido Caniglia, Beatrice John, Martin Kohler, Leonie Bellina, Arnim Wiek, Christopher Rojas, Manfred D. Laubichler and Daniel Lang

This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and…

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Abstract

Purpose

This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability.

Design/methodology/approach

The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany.

Findings

The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability.

Originality/value

The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.

Details

International Journal of Sustainability in Higher Education, vol. 17 no. 6
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 11 May 2015

Constance L Coogle and Myra G Owens

In recent years, Screening and Brief Intervention (SBI) has become increasingly available to older adults who engage in at-risk drinking behaviors. The results of SBI training…

123

Abstract

Purpose

In recent years, Screening and Brief Intervention (SBI) has become increasingly available to older adults who engage in at-risk drinking behaviors. The results of SBI training sessions that targeted hospital-based healthcare providers, as well as mental health service providers in community-based clinics, are reported. The paper aims to discuss these issues.

Design/methodology/approach

In total, 93 participants attended SBI active learning training sessions. The responses of physicians/physicians in training about their intentions to apply the information in professional practice and their willingness to recommend the training to others in their profession were compared to practitioners in other professions.

Findings

Although there were no differences in terms of commitment to apply the information or level of comfort using the techniques, physicians/physicians in training were less interested in promoting the SBI training among their colleagues.

Research limitations/implications

The results are limited with respect to the number of training participants engaged and the geography entailed, yet implications for addressing barriers to widespread implementation and training challenges are explored.

Practical implications

Although it may be more difficult to promote SBI training in locations that do not primarily provide mental health services, hospitals, and other primary care settings are precisely where training may be most useful.

Social implications

The importance of training approaches to SBI that are disseminated within the context of a public health model of clinical preventive services is highlighted.

Originality/value

Original research is presented to highlight the need to improve training receptivity and facilitate the translation into practice.

Details

The Journal of Mental Health Training, Education and Practice, vol. 10 no. 2
Type: Research Article
ISSN: 1755-6228

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Article
Publication date: 13 July 2023

Ali Zackery, Mohsen Taheri Demneh and Maryam Ebadi Nejad

Due to the limitations of conventional urban planning, it is essential to develop novel techniques of urban futruing. This paper aimed to use the scenario technique to create four…

113

Abstract

Purpose

Due to the limitations of conventional urban planning, it is essential to develop novel techniques of urban futruing. This paper aimed to use the scenario technique to create four plausible narratives of the future of Isfahan. Also, the authors described the problems of city foresight in the Global South.

Design/methodology/approach

This paper chronicles the Schwartzian steps taken to build explorative scenarios of Isfahan City in Iran in 2040. After using a STEEPV (Social, Technological, Environmental, Economic, Political, Value) analysis, the authors prioritized the collected variables by combining influence diagrams, the iceberg metaphor and an expert-based survey. Once the key uncertainties were derived, four scenarios were developed and discussed.

Findings

Through thematic analysis of the official visions of Isfahan’s future and the juxtaposition of these narratives with insight yielded in the scenario-development process, the paper concludes that the Northernness of the prevailing urban imaginaries, uncritical mimetic benchmarking, depoliticization of urban futures and the decorative reductionistic visions colonize urban futures in Isfahan/Iran. Critical/deconstructive city foresight and application of discomfort/ignorance criteria in the generation of scenarios can improve the rigor and quality of city foresight in the Global South.

Originality/value

The application of city foresight in the Global South has been limited. The paper is a step toward bridging this gap and providing some recommendations on how city foresight in the Global South might differ from its counterparts in the Global North.

Details

foresight, vol. 26 no. 1
Type: Research Article
ISSN: 1463-6689

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Article
Publication date: 22 July 2014

Abdelouahab Zaatri and Billel Bouchemal

Cable-based robots as well as their control are relatively new fields of research. The objective of this work is to design, simulate and compare two robot control techniques which…

43

Abstract

Cable-based robots as well as their control are relatively new fields of research. The objective of this work is to design, simulate and compare two robot control techniques which are dedicated to be implemented for cable-based robots. The first controller is a classical proportional derivative one (PDC) while the second controller is the sliding mode one (SMC).

The proposed controllers are inserted into a closed loop around the cable-based robot for ensuring point to point transfer operations and trajectory tracking. Simulations have been carried out confirming the effectiveness of the PDC and SMC for controlling planar cable-based robots. Performances concerning settling time, precision, vibration and system stability are analyzed and compared. Some simulation results are presented showing, for each control techniques during trajectory tracking, the instantaneous profile evolution of cable lengths and cable tensions.

Details

World Journal of Engineering, vol. 11 no. 3
Type: Research Article
ISSN: 1708-5284

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Article
Publication date: 18 October 2021

Colin Bien and Coco Klußmann

The purpose of this paper is to develop a framework that systematically captures the ambiguity of different understandings about science, the university and its relation to…

483

Abstract

Purpose

The purpose of this paper is to develop a framework that systematically captures the ambiguity of different understandings about science, the university and its relation to society, while conceptualising sustainability. Following Corley and Gioia (2004, p. 174) on identity ambiguity and change, it seems pivotal to better understanding the ambiguity of sustainability in relation to academic cultures and university models to manage the transition more effectively.

Design/methodology/approach

The nature of this paper’s objectives as well as the wide thematic scope leads to the need of exploring a broad knowledge base. This was best addressed by an exploratory literature review with data collection from primary and secondary sources. The data was interpreted through a hermeneutic analysis and resulted in the inductive development of first categories and goals (further referred to as category development). In addition, a multi-method approach further adjusted the categories and raised their empirical validity and social robustness.

Findings

Implementing sustainability involves dealing with a double bound ambiguity due to organisational and individual identity reasons. Five fields of ambiguity were developed to systemise the conceptualisation of a sustainable university along contradictory understandings of science, the university and sustainability. These fields offer a framework to qualitatively assess the degree of sustainability in higher education institutions. Arguments for and against sustainability in universities have been categorised around five criteria and associated to the fields of ambiguity. The finding indicates that meaning in organisational change management for sustainability can be considered both, a potential driver and barrier for a sustainability transition in universities.

Research limitations/implications

This paper exclusively focussed on the internal perspective and left aside any external factors that influence the sustainability transition, such as political measures to stimulate sustainability in higher education. In addition, the operational dimension of a sustainable university has been neglected, which is by all means a necessary and important aspect. The interrelation of the identified goals has not been discussed.

Originality/value

This paper focusses on the conceptualisation and understanding of sustainability within the institution, an often-forgotten but fundamental aspect of implementation. The fields of ambiguity are designed to be applied for assessing the “degree of maturity” of a sustainable university. The fields reveal the different understandings about the role, the mission and the governance of universities, stemming from competing preferences about goals and their assumed relations by various stakeholders of a higher education institutions. The five fields are not an attempt to resolve the hidden contradictions and tensions in a sustainability transition, but to state them clearly to anticipate resistances and conflicts that hinder the development of a shared understanding.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

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