The Role of Students in the Co-creation of Transformational Knowledge and Sustainability Experiments: Experiences from Sweden, Japan and the USA

Title:
The Role of Students in the Co-creation of Transformational Knowledge and Sustainability Experiments: Experiences from Sweden, Japan and the USA
Authors:
Trencher, Gregory; Daneri, Daniel Rosenberg; McCormick, Kes; Terada, Toru; Petersen, John E.; Yarime, Masaru; Kiss, Bernadett
Abstract:
Accompanying realisations that engagement of multiple societal sectors (academia, industry, government, citizenry) and disciplines is required for formulating effective responses to complex sustainability challenges, calls for new forms of knowledge production are increasing in magnitude, both inside and outside the university. In parallel, experiences from the United Nations Decade of Education for Sustainable Development have highlighted that collaborations with societal stakeholders and experiential approaches are desirable for effective sustainability education. This article examines activities at three institutions—Lund University, Oberlin College and the University of Tokyo—to identify potential models for integrating students into the co-creation of transformational knowledge and sustainability experiments with faculty and multiple stakeholders. We examine the types of outputs that can ensue differing participation models, whilst also considering their impact on university and stakeholder efforts to advance societal sustainability. We argue that transformational sustainability partnerships integrating students can foster the alignment of the three university missions of education, research and community engagement with place-specific needs and sustainability challenges. Accordingly, efforts to promote experiential forms of sustainability education with societal stakeholders should refrain from focusing uniquely on education and encourage synergistic linking of all university missions.
Citation:
Trencher, Gregory, Daniel Rosenberg Daneri, Kes McCormick, et al. "The Role of Students in the Co-creation of Transformational Knowledge and Sustainability Experiments: Experiences from Sweden, Japan and the USA." In Engaging Stakeholders in Education for Sustainable Development at University Level, edited by W.L. Filho and L. Brandli, 191-215. New York: Springer International Publishing, 2016.
Publisher:
Springer International Publishing
DATE ISSUED:
2016-01-12
Department:
Environmental Studies
Type:
Book chapter
PUBLISHED VERSION:
10.1007/978-3-319-26734-0_13
Series:
World Sustainability Series
PERMANENT LINK:
http://hdl.handle.net/11282/617267

Full metadata record

DC FieldValue Language
dc.contributor.authorTrencher, Gregoryen
dc.contributor.authorDaneri, Daniel Rosenbergen
dc.contributor.authorMcCormick, Kesen
dc.contributor.authorTerada, Toruen
dc.contributor.authorPetersen, John E.en
dc.contributor.authorYarime, Masaruen
dc.contributor.authorKiss, Bernadetten
dc.date.accessioned2016-07-20T14:52:28Z-
dc.date.available2016-07-20T14:52:28Z-
dc.date.issued2016-01-12-
dc.identifier.citationTrencher, Gregory, Daniel Rosenberg Daneri, Kes McCormick, et al. "The Role of Students in the Co-creation of Transformational Knowledge and Sustainability Experiments: Experiences from Sweden, Japan and the USA." In Engaging Stakeholders in Education for Sustainable Development at University Level, edited by W.L. Filho and L. Brandli, 191-215. New York: Springer International Publishing, 2016.en
dc.identifier.issn2199-7373 (series)-
dc.identifier.urihttp://hdl.handle.net/11282/617267-
dc.description.abstractAccompanying realisations that engagement of multiple societal sectors (academia, industry, government, citizenry) and disciplines is required for formulating effective responses to complex sustainability challenges, calls for new forms of knowledge production are increasing in magnitude, both inside and outside the university. In parallel, experiences from the United Nations Decade of Education for Sustainable Development have highlighted that collaborations with societal stakeholders and experiential approaches are desirable for effective sustainability education. This article examines activities at three institutions—Lund University, Oberlin College and the University of Tokyo—to identify potential models for integrating students into the co-creation of transformational knowledge and sustainability experiments with faculty and multiple stakeholders. We examine the types of outputs that can ensue differing participation models, whilst also considering their impact on university and stakeholder efforts to advance societal sustainability. We argue that transformational sustainability partnerships integrating students can foster the alignment of the three university missions of education, research and community engagement with place-specific needs and sustainability challenges. Accordingly, efforts to promote experiential forms of sustainability education with societal stakeholders should refrain from focusing uniquely on education and encourage synergistic linking of all university missions.en
dc.language.isoen_USen
dc.publisherSpringer International Publishingen
dc.identifier.doi10.1007/978-3-319-26734-0_13-
dc.subject.departmentEnvironmental Studiesen_US
dc.titleThe Role of Students in the Co-creation of Transformational Knowledge and Sustainability Experiments: Experiences from Sweden, Japan and the USAen_US
dc.typeBook chapteren
dc.title.seriesWorld Sustainability Seriesen_US
dc.subject.keywordSustainable developmenten_US
dc.subject.keywordSustainability educationen_US
dc.subject.keywordUniversity partnershipsen_US
dc.subject.keywordSocial policyen_US
dc.subject.keywordEnvironmental managementen_US
dc.identifier.startpage191en_US
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