Evaluating innovation in transdisciplinary sustainability education: TRANSECTS’ international learning labs
- Rosenberg, Eureta, Cockburn, Jessica J, Reed, Maureen G, James, Wendy, Gengelbach, Jana, Walk, Heike
- Authors: Rosenberg, Eureta , Cockburn, Jessica J , Reed, Maureen G , James, Wendy , Gengelbach, Jana , Walk, Heike
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480451 , vital:78443 , https://hdl.handle.net/10520/ejc-sajsci-v120-n9-a21
- Description: Evaluative research can advance sustainability education through the learning it can enable, at micro and systems levels. This proposition is explored by examining evaluation practice in a 6-year international programme entitled Transdisciplinary Education Collaboration for Transformations in Sustainability involving universities and biosphere reserves/regions in Germany, South Africa and Canada. A Transdisciplinary International Learning Lab (TILL) was evaluated using a theory-based evaluation approach and interviews, focus groups and questionnaires that yielded qualitative data. Through metareflection, we concluded that our TILL had elements of a Field School, rather than a Learning Lab, and that our curriculum required more explicit deliberation among programme developers and implementers towards a deeper and shared understanding of pedagogical assumptions and more congruent practice of transdisciplinary and transformative sustainability education. The reflective, theory-based approach enabled learning from evaluation and was captured in a shared refinement of the theory of change, which makes it explicit that learning from pedagogical innovations is not only for students but also for academics. The paper is an invitation to other innovators in sustainability science, education and evaluation in higher education, to share related findings.
- Full Text:
- Date Issued: 2024
- Authors: Rosenberg, Eureta , Cockburn, Jessica J , Reed, Maureen G , James, Wendy , Gengelbach, Jana , Walk, Heike
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480451 , vital:78443 , https://hdl.handle.net/10520/ejc-sajsci-v120-n9-a21
- Description: Evaluative research can advance sustainability education through the learning it can enable, at micro and systems levels. This proposition is explored by examining evaluation practice in a 6-year international programme entitled Transdisciplinary Education Collaboration for Transformations in Sustainability involving universities and biosphere reserves/regions in Germany, South Africa and Canada. A Transdisciplinary International Learning Lab (TILL) was evaluated using a theory-based evaluation approach and interviews, focus groups and questionnaires that yielded qualitative data. Through metareflection, we concluded that our TILL had elements of a Field School, rather than a Learning Lab, and that our curriculum required more explicit deliberation among programme developers and implementers towards a deeper and shared understanding of pedagogical assumptions and more congruent practice of transdisciplinary and transformative sustainability education. The reflective, theory-based approach enabled learning from evaluation and was captured in a shared refinement of the theory of change, which makes it explicit that learning from pedagogical innovations is not only for students but also for academics. The paper is an invitation to other innovators in sustainability science, education and evaluation in higher education, to share related findings.
- Full Text:
- Date Issued: 2024
Interviews and surveys
- Shackleton, Sheona E, Bezerra, Joana C, Cockburn, Jessica J, Reed, Maureen G, Abu, Razak
- Authors: Shackleton, Sheona E , Bezerra, Joana C , Cockburn, Jessica J , Reed, Maureen G , Abu, Razak
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433914 , vital:73009 , ISBN 9781000401516 , https://library.oapen.org/handle/20.500.12657/49560
- Description: This chapter is closely related to the following approaches and methods in this handbook: systems scoping (Chapter 5), participatory data collection (Chapter 8), facilitated dialogues (Chapter 9), futures analysis (Chapter 10), qualitative content analysis (Chapter 19), comparative case study analysis (Chapter 20), institutional analysis (Chapter 22), network analysis (Chapter 23), spatial mapping and analysis (Chapter 24), historical assessment (Chapter 25), and livelihood and vulnerability analysis (Chapter 32).
- Full Text:
- Date Issued: 2021
- Authors: Shackleton, Sheona E , Bezerra, Joana C , Cockburn, Jessica J , Reed, Maureen G , Abu, Razak
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433914 , vital:73009 , ISBN 9781000401516 , https://library.oapen.org/handle/20.500.12657/49560
- Description: This chapter is closely related to the following approaches and methods in this handbook: systems scoping (Chapter 5), participatory data collection (Chapter 8), facilitated dialogues (Chapter 9), futures analysis (Chapter 10), qualitative content analysis (Chapter 19), comparative case study analysis (Chapter 20), institutional analysis (Chapter 22), network analysis (Chapter 23), spatial mapping and analysis (Chapter 24), historical assessment (Chapter 25), and livelihood and vulnerability analysis (Chapter 32).
- Full Text:
- Date Issued: 2021
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