Deniz Koca
Researcher
Challenge-based, interdisciplinary learning for sustainability in doctoral education
Author
Summary, in English
Purpose
Doctoral candidates possess specialized knowledge that could support sustainability transitions. Doctoral education, however, often focusses on discipline-specific topics and working methods, making it difficult to “see the bigger picture”. This summer school on wood construction gathered doctoral candidates from different fields to explore how solutions to complex sustainability issues could be found by working together across disciplines and by engaging multiple stakeholders. The purpose of this study is to report the pedagogical approaches taken and to understand whether these fostered the candidates’ ability to develop systemic solutions and professional competency.
Design/methodology/approach
Twenty doctoral candidates from various backgrounds participated in a two-week summer school organized by a consortium of four universities. Interdisciplinary groups worked on real-life challenges using a systemic approach to co-create tangible solutions. To support the creation of socio-technical innovations, stakeholders and experts from different fields were involved. The participants completed two questionnaires during the summer school to help elucidate their learning experiences.
Findings
The doctoral candidates showed strong willingness to cooperate across disciplines, though they found it important to connect this learning experience to their research. The candidates reported that the experience enhanced their ability to work in a multidisciplinary capacity. The experience identified a solid basis for interdisciplinary learning principles that could be replicated.
Originality/value
The summer school focussed on an innovative learning experience based on a systems thinking approach and the development of interdisciplinary capacity in the research-business ecosystem.
Doctoral candidates possess specialized knowledge that could support sustainability transitions. Doctoral education, however, often focusses on discipline-specific topics and working methods, making it difficult to “see the bigger picture”. This summer school on wood construction gathered doctoral candidates from different fields to explore how solutions to complex sustainability issues could be found by working together across disciplines and by engaging multiple stakeholders. The purpose of this study is to report the pedagogical approaches taken and to understand whether these fostered the candidates’ ability to develop systemic solutions and professional competency.
Design/methodology/approach
Twenty doctoral candidates from various backgrounds participated in a two-week summer school organized by a consortium of four universities. Interdisciplinary groups worked on real-life challenges using a systemic approach to co-create tangible solutions. To support the creation of socio-technical innovations, stakeholders and experts from different fields were involved. The participants completed two questionnaires during the summer school to help elucidate their learning experiences.
Findings
The doctoral candidates showed strong willingness to cooperate across disciplines, though they found it important to connect this learning experience to their research. The candidates reported that the experience enhanced their ability to work in a multidisciplinary capacity. The experience identified a solid basis for interdisciplinary learning principles that could be replicated.
Originality/value
The summer school focussed on an innovative learning experience based on a systems thinking approach and the development of interdisciplinary capacity in the research-business ecosystem.
Department/s
- Centre for Environmental and Climate Science (CEC)
Publishing year
2022-03-08
Language
English
Pages
1482-1503
Publication/Series
International Journal of Sustainability in Higher Education
Volume
23
Issue
7
Document type
Journal article
Publisher
Emerald Group Publishing Limited
Topic
- Social Sciences Interdisciplinary
- Learning
Keywords
- Sustainability
- Higher education
- Interdisciplinarity
- Systems thinking
- Doctoral studies
- Climate change mitigation Emissions trading scheme Institutional feasibility New Zealand Policy evaluation
- Wood construction
- Summer school
Status
Published
ISBN/ISSN/Other
- ISSN: 1467-6370