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…
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.
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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…
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.
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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…
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.
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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…
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.
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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…
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.
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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…
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.
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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…
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.
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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…
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.
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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…
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.
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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…
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.