Meeting fundamental human needs while preserving Earth9s life support systems will require an accelerated transition toward sustainability. A new field of sustainability science is emerging that seeks to understand the fundamental character of interactions between nature and society and to encourage those interactions along more sustainable trajectories. Such an integrated, place-based science will require new research strategies and institutional innovations to enable them especially in developing countries still separated by deepening divides from mainstream science. Sustainability science needs to be widely discussed in the scientific community, reconnected to the political agenda for sustainable development, and become a major focus for research.
DA - 2001/04/27/ PY - 2001 DO - 10.1126/science.1059386 DP - science.sciencemag.org VL - 292 IS - 5517 SP - 641 EP - 642 LA - en SN - 0036-8075, 1095-9203 UR - https://science.sciencemag.org/content/292/5517/641 Y2 - 2021/04/30/14:38:28 L2 - http://www.ncbi.nlm.nih.gov/pubmed/11330321 L2 - files/18899/641.html ER - TY - JOUR TI - Educational change and rethinking disciplinarity: A concept analysis AU - Rosenberg, Aron AU - Starr, Lisa T2 - McGill Journal of Education / Revue des sciences de l'éducation de McGill DA - 2021/// PY - 2021 DP - mje.mcgill.ca VL - 55 IS - 1 J2 - MJE / RSEM LA - en SN - 1916-0666 ST - EDUCATIONAL CHANGE AND RETHINKING DISCIPLINARITY UR - https://mje.mcgill.ca/article/view/9666 Y2 - 2021/04/30/14:24:54 L1 - files/18902/Rosenberg_Starr_2021_Educational change and rethinking disciplinarity.pdf L2 - files/18901/9666.html KW - secondary school ER - TY - RPRT TI - Towards a culture of low-carbon research for the 21st century AU - Le Quéré, Corinne AU - Capstick, Stuart AU - Corner, Adam AU - Cutting, David AU - Johnson, Martin AU - Minns, Asher AU - Schroeder, Heike AU - Walker-Springett, Kate AU - Whitmarsh, Lorraine AU - Wood, Ruth T2 - Tyndall Working Paper DA - 2015/// PY - 2015 SN - 161 UR - https://www.unige.ch/avions/files/5215/6682/5708/twp161.pdf Y2 - 2021/04/30/14:17:14 L1 - files/18903/Le Quéré et al_2015_Towards a culture of low-carbon research for the 21st century.pdf ER - TY - BOOK TI - Interdisciplinarity: Problems of teaching and tesearch in universities AU - Apostel, L. AU - Berger, G. AU - Briggs, A. AU - Michaud, G. AB - "Interdisciplinarity," the integration of concepts and methods between disciplines in teaching and research, may provide an important key to the innovations required in universities to meet the intellectual and social demands of the present time. This report is based on a seminar held in September 1970 and reports the subsequent reflections of a group of distinguished authors. A careful analysis of interdisciplinarity is presented and its impact on teaching and research as adapted to changes in both knowledge and society is examined. It is concluded there is real need not so much to eliminate any of the disciplines but to teach them in the context of their dynamic relationship with other disciplines and in terms of societal problems. The report is in 3 parts. The first, "Opinions and Facts," presents information collected during an extensive survey of universities on interdisciplinary activities in teaching and research. The second part, "Technology and Concepts," considers the subject within the framework of developing scientific knowledge and the requirements of a rapidly changing industrial society. The final part, "Problems and Solutions," studies institutional structures, curricula, teaching methods and teacher training programs, all of which are issues basic to any reorganization of universities. (HS) CY - Paris DA - 1972/// PY - 1972 DP - ERIC LA - en PB - OECD ST - Interdisciplinarity Y2 - 2021/04/30/13:56:36 L1 - files/18906/Apostel et al_1972_Interdisciplinarity.pdf L2 - files/18905/eric.ed.gov.html KW - Curriculum Development KW - Educational Development KW - Educational Innovation KW - Higher Education KW - Instructional Innovation KW - Interdisciplinary Approach KW - Relevance (Education) ER - TY - RPRT TI - Global sustainable development report 2019: The future is now – Science for achieving sustainable development AU - Independent Group of Scientists appointed by the Secretary-General CY - New York DA - 2019/// PY - 2019 PB - United Nations UR - https://sustainabledevelopment.un.org/content/documents/24797GSDR_report_2019.pdf Y2 - 2021/04/30/13:26:29 L1 - files/18909/Independent Group of Scientists appointed by the Secretary-General_2019_Global sustainable development report 2019.pdf ER - TY - JOUR TI - University 4.0: Promoting the transformation of higher education institutions toward sustainable development AU - Giesenbauer, Bror AU - Müller-Christ, Georg T2 - Sustainability AB - Higher education institutions (HEIs) could act as pivotal change agents for sustainable development (SD) in times of global climate action. However, HEIs have to respond to increasingly complex demands simultaneously, such as massification, globalization, marketization, and digitalization. Based on Graves’ model of systemic development, this paper discusses two main strategies to deal with increased complexity in order to meet the challenge of SD: (a) Promoting general systemic development of a given HEI, progressively opening up to various stakeholders and focusing on co-creative collaboration, and (b) participating in inter-organizational networks to find inspiration for dealing with challenging trends. Four distinct phases of higher education development are presented. It is argued that transdisciplinary research and research-based learning will increasingly be needed for tackling societal issues and that HEIs should address different organizational subsystems individually. Furthermore, four types of inter-organizational networks are proposed and implications for network management are discussed. A case study of the HOCH-N network illustrates the practical application of the presented ideas. Finally, adopting a multi-dimensional and networked organizational model as an integrative University 4.0 is argued to be suitable for increasing the capacity to deal with complexity, thus meeting the challenge of sustainable development. DA - 2020/01// PY - 2020 DO - 10.3390/su12083371 DP - www.mdpi.com VL - 12 IS - 8 SP - 3371 LA - en ST - University 4.0 Y2 - 2021/04/30/13:21:55 L1 - files/18911/Giesenbauer_Müller-Christ_2020_University 4.pdf L2 - files/18910/3371.html KW - sustainable development KW - higher education development KW - inter-organizational networks KW - societal transformation KW - sustainable university development KW - systemic development KW - systemic transformation KW - worldviews ER - TY - JOUR TI - Alliances of change pushing organizational transformation towards sustainability across 13 universities AU - Bohunovsky, Lisa AU - Radinger-Peer, Verena AU - Penker, Marianne T2 - Sustainability AB - Universities are expected to play a leading role in developing and maintaining sustainability. To contribute to a systemic and dynamic understanding of organizational change that is necessary in order to play such a role, we comparatively analyzed processes of organizational changes towards sustainability across thirteen universities in Austria. This comparative analysis is based on data from guided interviews and document analysis and on validation of preliminary results via group discussion and individual comments. The results show that all universities embedded sustainability in most of their areas of activity (research, teaching, operations, organizational culture, societal engagement), but the depth of integration and the type of structural embedding varies. Especially for early changes dating back to the 1990s, academics working in the broader field of sustainability studies were those agents of change, who—without formal mandate—skillfully and proactively initiated and drove organizational transformations following an idealistic and intrinsic motivation. A timeline analysis illustrates peaks of sustainability-related changes in the years of the foundation of inter-university networks in 2011 and 2017, which acted as alliances of change. Ministry intervention in 2015 helped to bring sustainability on the agenda of those universities with less change agency. In summary, sustainability transformations across the fields of teaching, research, operations, organizational culture, and societal engagement were driven by a fruitful interplay of change agency and change alliances and to a minor degree by top-down interventions. DA - 2020/01// PY - 2020 DO - 10.3390/su12072853 DP - www.mdpi.com VL - 12 IS - 7 SP - 2853 LA - en Y2 - 2021/04/30/13:14:57 L1 - files/18913/Bohunovsky et al_2020_Alliances of change pushing organizational transformation towards.pdf L1 - files/20002/Bohunovsky et al_2020_Alliances of change pushing organizational transformation towards.pdf L2 - files/18912/2853.html L4 - https://www.researchgate.net/publication/340416913_Alliances_of_Change_Pushing_Organizational_Transformation_Towards_Sustainability_across_13_Universities KW - sustainability transitions KW - alliances KW - higher education for sustainable development (HESD) KW - organizational change KW - SD KW - universities ER - TY - JOUR TI - Concepts of interdisciplinarity: Configurations of knowledge and action AU - Aram, John D. T2 - Human Relations AB - Twelve faculty directors of graduate liberal studies programs primarily in the US were interviewed by recorded telephone conversation in an effort to understand how they define interdisciplinarity, the intellectual aims to which they aspire, and their views about the nature of reality in knowledge development. Classification of their comments reinforces other writers’ observations that scholars differ in the degree to which knowledge integration defines interdisciplinarity and they differ in the degree to which they believe interdisciplinary knowledge is endogenous or exogenous to the university. Based on their views of knowledge integration and the social relevance of knowledge, four types of interdisciplinary scholars are hypothesized. Of additional interest are the perceived functions of interdisciplinary work and the way that these scholars by-pass philosophical debates about the nature of reality in favor of their practices of scholarship. Implications for the nature, meaning, and practice of interdisciplinarity are discussed. DA - 2004/04/01/ PY - 2004 DO - 10.1177/0018726704043893 DP - SAGE Journals VL - 57 IS - 4 SP - 379 EP - 412 J2 - Human Relations LA - en SN - 0018-7267 ST - Concepts of Interdisciplinarity UR - https://doi.org/10.1177/0018726704043893 Y2 - 2021/04/30/12:26:33 L1 - files/18916/Aram_2004_Concepts of interdisciplinarity.pdf KW - transdisciplinarity KW - interdisciplinarity KW - epistemology KW - knowledge and action KW - knowledge integration KW - nature of reality ER - TY - BOOK TI - Klimaschutz als Weltbürgerbewegung. Sondergutachten A3 - WBGU CY - Berlin DA - 2014/// PY - 2014 DP - Gemeinsamer Bibliotheksverbund ISBN SP - 133 LA - de PB - Wissenschaftlicher Beirat der Bundesregierung Globale Umweltveränderungen SN - 978-3-936191-42-4 ST - Klimaschutz als Weltbürgerbewegung UR - https://www.wbgu.de/fileadmin/user_upload/wbgu/publikationen/sondergutachten/sg2014/wbgu_sg2014.pdf L1 - files/18917/WBGU_2014_Klimaschutz als Weltbürgerbewegung.pdf L2 - https://www.amazon.de/Klimaschutz-als-Weltb%C3%BCrgerbewegung-Sondergutachten/dp/3936191425 ER - TY - BOOK TI - Shaping the education of tomorrow: 2012 full length report on the UN Decade of Education for Sustainable Development A3 - UNESCO CY - Paris DA - 2012/// PY - 2012 DP - Zotero LA - en UR - https://www.desd.in/UNESCO%20report.pdf Y2 - 2021/04/30/ L1 - files/18920/UNESCO_2012_Shaping the education of tomorrow.pdf ER - TY - JOUR TI - The ethical challenges of socially responsible science AU - Resnik, David B. AU - Elliot, Kevin C. T2 - Accountability in Research DA - 2016/// PY - 2016 DO - 10.1080/08989621.2014.1002608 VL - 23 IS - 1 SP - 31 EP - 46 UR - http://doi.org/10.1080/08989621.2014.1002608 Y2 - 2021/04/30/11:50:18 L2 - files/18921/4631672.html ER - TY - CHAP TI - Towards a socially responsible science education AU - Onwu, Gilbert T2 - Science Education: A Global Perspective A2 - Akpan, Ben AB - This chapter is about proposing the kind of relevant science education that is needed to address both students'needs and interests as well as current global challenges facing humanity. The narrative calls for a shift in emphasis in science education from one that is essentially disconnected from social issues to one that is embedded in socio-scientific issues and is responsive to the demands of our time. An important reason for this shift is the apparent isolation of many science curricula that are quite divorced from such a perspective. Drawing on our experiences of interdisciplinary dialogue (of multiculturalism and pedagogy, science-indigenous knowledge curriculum integration), I illustrate how reformulating the agenda in science education in South Africa for instance, such that it is oriented towards a context-based teaching approach for socially responsible science education may offer the basis for the engagement of students in active participation and decision-making in the context of the community and environment in which they live. CY - Cham DA - 2017/// PY - 2017 DP - Springer Link SP - 235 EP - 251 LA - en PB - Springer International Publishing SN - 978-3-319-32351-0 UR - https://doi.org/10.1007/978-3-319-32351-0_12 Y2 - 2021/04/30/11:47:29 KW - Indigenous Knowledge System KW - Science Classroom KW - Science Education KW - Science Teacher KW - Traditional Teaching Approach ER - TY - JOUR TI - Global environmental change II: From adaptation to deliberate transformation AU - O’Brien, Karen T2 - Progress in Human Geography AB - This progress report considers the need for developing a critical body of research on deliberate transformation as a response to global environmental change. Although there is a rapidly growing literature on adaptation to environmental change, including both incremental and transformational adaptation, this often focuses on accommodating change, rather than contesting it and creating alternatives. Given increasing calls from scientists and activists for transformative actions to avoid dangerous changes in the earth system, and the likelihood that ‘urgent’ solutions will be imposed by various interests, many new and important questions are emerging about individual and collective capacities to deliberately transform systems and structures in a manner that is both ethical and sustainable. This presents a transformative challenge to global change science itself that calls for new approaches to transdisciplinary research. DA - 2012/11/10/ PY - 2012 DO - 10.1177/0309132511425767 DP - SAGE Journals VL - 36 IS - 5 SP - 667 EP - 676 J2 - Progress in Human Geography LA - en SN - 0309-1325 ST - Global environmental change II UR - https://doi.org/10.1177/0309132511425767 Y2 - 2021/04/30/11:24:12 L1 - files/14416/O’Brien_2012_Global environmental change II.pdf L1 - files/22843/O’Brien_2012_Global environmental change II.pdf KW - climate change KW - adaptation KW - transformation KW - global environmental change ER - TY - JOUR TI - Global environmental change III: Closing the gap between knowledge and action AU - O’Brien, Karen T2 - Progress in Human Geography DA - 2012/12/20/ PY - 2012 DO - 10.1177/0309132512469589 VL - 37 IS - 4 SP - 587 EP - 596 Y2 - 2021/04/30/11:28:58 L2 - files/18923/0309132512469589.html ER - TY - JOUR TI - The researcher role in the attitude-behaviour gap AU - Oates, C. J. AU - McDonald, S. T2 - Annals of Tourism Research DA - 2014/// PY - 2014 DO - 10.1016/j.annals.2014.01.003 DP - eprints.whiterose.ac.uk VL - 46 SP - 168 EP - 170 LA - en SN - 0160-7383 UR - http://dx.doi.org/10.1016/j.annals.2014.01.003 Y2 - 2021/04/30/11:21:34 L1 - files/18926/Oates_McDonald_2014_The researcher role in the attitude-behaviour gap.pdf L2 - files/18925/103504.html ER - TY - BOOK TI - The quality of life T2 - WIDER Studies in Development Economics A3 - Nussbaum, Martha A3 - Sen, Amartya AB - This is an open access title available under the terms of a CC BY-NC-ND 3.0 IGO licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. This book addresses issues of defining and measuring the quality of life. Recent developments in the philosophical definition of well-being are discussed and linked to practical issues such as the delivery of health care, and the assessment of women's quality of life. Leading philosophers and economists have contributed to this volume to consider the problems the subject raises. This volume reflects the growing need for interdisciplinary work as economists become more sensitive to the importance of facing fundamental philosophical questions and of the importance of linking their theoretical enquiries to an understanding of complex practical problems. Contributors: E. Allardt, J. Annas, C. Bliss, S. Bok, D. Brock, G. A. Cohen, R. Erikson, W. Gaertner, J. Griffin, S. Hurley, C. M. Korsgaard, L. Kruger, M. C. Nussbaum, O. O'Neill, S. Osmani, D. Parfit, H. Putnam, R. A. Putnam, J. Roemer, T. Scanlon, P. Seabright, A. Sen, C. Taylor, M. Valdes, B. M. S. van Praag, M. Walzer, B.-C. Ysander CY - Oxford, New York DA - 1993/// PY - 1993 DP - Oxford University Press SP - 468 PB - Oxford University Press SN - 978-0-19-828797-1 L2 - files/18932/the-quality-of-life-9780198287971.html ER - TY - BOOK TI - Philosophy of education AU - Noddings, Nel AB - The first edition of Nel Noddings' Philosophy of Education was acclaimed as the 'best overview in the field' by the journal Teaching Philosophy and predicted to 'become the standard textbook in philosophy of education' by Educational Theory. This classic text, originally designed to give the education student a comprehensive look at philosophical thought in relation to teaching, learning, research, and educational policy, has now been updated to reflect the most current thinking in the field. A DA - 2015/// PY - 2015 ET - 4. LA - en PB - Routledge Y2 - 2021/04/30/10:03:06 L2 - files/18933/9780813349725.html ER - TY - JOUR TI - Socially responsible science. Interview by Olive Heffernan AU - Molina, Mario T2 - Nature DA - 2012/// PY - 2012 DO - 10.1038/490S14a DP - PubMed VL - 490 IS - 7419 SP - 14 EP - 15 J2 - Nature LA - eng SN - 1476-4687 L1 - files/18934/Molina_2012_Socially responsible science.pdf L2 - http://www.ncbi.nlm.nih.gov/pubmed/23051768 KW - Climate Change KW - Nobel Prize KW - Science KW - Social Responsibility ER - TY - BOOK TI - The limits to growth. A report for the Club of Rome's project on the predicament of mankind AU - Meadows, Donella H. AU - Meadows, Dennis L. AU - Randers, Jørgen AU - Behrens, William W. CY - New York DA - 1972/// PY - 1972 DP - DOI.org (Crossref) PB - Universe Books SN - 978-0-87663-165-2 ST - The Limits to Growth UR - http://www.dartmouth.edu/~library/digital/publishing/meadows/ltg/ Y2 - 2021/04/30/09:54:59 L1 - files/18937/Meadows et al_1972_The limits to growth.pdf ER - TY - BOOK TI - Die Kluft zwischen Wissen und Handeln: Empirische und theoretische Lösungsansätze A3 - Mandl, Heinz A3 - Gerstenmaier, Jochen DA - 2000/// PY - 2000 PB - Hogrefe Y2 - 2021/04/30/09:50:34 L2 - files/18940/die-kluft-zwischen-wissen-und-handeln-65008.html ER - TY - JOUR TI - Transformationsforschung als Beispiel für responsible science AU - Luks, Fred T2 - GAIA - Ecological Perspectives for Science and Society AB - Transformationsforschungforscht über, transformative Forschung dagegen für Transformation. Nachhaltige Entwicklung braucht beides: wissenschaftliche Arbeit zu den Bedingungen, Grenzen und Möglichkeiten von Transformationsprozessen ‐ und das aktive Engagement für solche Prozesse. DA - 2016/// PY - 2016 DO - 10.14512/gaia.25.2.19 DP - DOI.org (Crossref) VL - 25 IS - 2 SP - 139 EP - 140 J2 - GAIA - Ecological Perspectives for Science and Society LA - de SN - 0940-5550 Y2 - 2021/04/30/09:45:27 L1 - files/18941/Luks_2016_Transformationsforschung als Beispiel für responsible science.pdf ER - TY - JOUR TI - The anthropocene is functionally and stratigraphically distinct from the holocene AU - Waters, Colin N. AU - Zalasiewicz, Jan AU - Summerhayes, Colin AU - Barnosky, Anthony D. AU - Poirier, Clément AU - Gałuszka, Agnieszka AU - Cearreta, Alejandro AU - Edgeworth, Matt AU - Ellis, Erle C. AU - Ellis, Michael AU - Jeandel, Catherine AU - Leinfelder, Reinhold AU - McNeill, John AU - Richter, Daniel deB. AU - Steffen, Will AU - Syvitski, James AU - Vidas, Davor AU - Wagreich, Michael AU - Williams, Mark AU - Zhisheng, An AU - Grinevald, Jacques AU - Odada, Eric AU - Oreskes, Naomi AU - Wolfe, Alexander P. T2 - Science DA - 2016/// PY - 2016 DO - 10.1126/science.aad2622 DP - www.academia.edu VL - 351 IS - 6269 SP - aad2622 LA - en Y2 - 2021/05/03/09:26:32 L2 - files/19028/The_Anthropocene_is_functionally_and_stratigraphically_distinct_from_the_Holocene.html ER - TY - JOUR TI - The world's biggest gamble AU - Rockström, Johan AU - Schellnhuber, Hans Joachim AU - Hoskins, Brian AU - Ramanathan, Veerabhadran AU - Schlosser, Peter AU - Brasseur, Guy Pierre AU - Gaffney, Owen AU - Nobre, Carlos AU - Meinshausen, Malte AU - Rogelj, Joeri AU - Lucht, Wolfgang T2 - Earth's Future AB - The scale of the decarbonisation challenge to meet the Paris Agreement is underplayed in the public arena. It will require precipitous emissions reductions within 40 years and a new carbon sink on the scale of the ocean sink. Even then, the world is extremely likely to overshoot. A catastrophic failure of policy, for example, waiting another decade for transformative policy and full commitments to fossil-free economies, will have irreversible and deleterious repercussions for humanity's remaining time on Earth. Only a global zero carbon roadmap will put the world on a course to phase-out greenhouse gas emissions and create the essential carbon sinks for Earth-system stability, without which, world prosperity is not possible. DA - 2016/// PY - 2016 DO - 10.1002/2016EF000392 DP - Wiley Online Library VL - 4 SP - 465 EP - 470 LA - en SN - 2328-4277 Y2 - 2021/05/03/09:16:20 L1 - files/19030/Rockström et al_2016_The world's biggest gamble.pdf L2 - files/19029/2016EF000392.html KW - climate change KW - Paris Agreement KW - carbon budget KW - carbon roadmap KW - decarbonisation KW - Earth system ER - TY - JOUR TI - The trajectory of the anthropocene: The great acceleration AU - Steffen, Will AU - Broadgate, Wendy AU - Deutsch, Lisa AU - Gaffney, Owen AU - Ludwig, Cornelia T2 - The Anthropocene Review AB - The “Great Acceleration” graphs, originally published in 2004 to show socioeconomic and Earth System trends from 1750 to 2000, have now been updated to 2010. In the graphs of socio-economic trends, where the data permit, the activity of the wealthy (OECD) countries, those countries with emerging economies, and the rest of the world have now been differentiated. The dominant feature of the socioeconomic trends is that the economic activity of the human enterprise continues to grow at a rapid rate. However, the differentiated graphs clearly show that strong equity issues are masked by considering global aggregates only. Most of the population growth since 1950 has been in the non-OECD world but the world’s economy (GDP), and hence consumption, is still strongly dominated by the OECD world. The Earth System indicators, in general, continued their long-term, postindustrial rise, although a few, such as atmospheric methane concentration and stratospheric ozone loss, showed a slowing or stabilisation over the past decade. The post-1950 acceleration in the Earth System indicators remains clear. Only beyond the mid-20th century is there clear evidence for fundamental shifts in the state and functioning of the Earth System that are beyond the range of variability of the Holocene and driven by human activities. Thus, of all the candidates for a start date for the Anthropocene, the beginning of the Great Acceleration is by far the most convincing from an Earth System science perspective. DA - 2015/04// PY - 2015 DO - 10.1177/2053019614564785 DP - DOI.org (Crossref) VL - 2 IS - 1 SP - 81 EP - 98 J2 - The Anthropocene Review LA - en SN - 2053-0196, 2053-020X ST - The trajectory of the Anthropocene Y2 - 2021/05/03/09:05:24 L1 - files/19031/Steffen et al_2015_The trajectory of the anthropocene.pdf ER - TY - JOUR TI - Nachhaltige Transformation der Wissenschaft? AU - Dickel, Sascha AU - Maasen, Sabine AU - Wenninger, Andreas T2 - Soziologie und Nachhaltigkeit AB - Bei der Frage, was systemstabilisierende „Ideologie“ oder aber systemtransformierende „Utopie“ ist, wird die Systemreferenz selten spezifiziert. Typischerweise wird direkt oder indirekt die Wirtschaft adressiert. Im Kontrast zur reichhaltigen Thematisierung wirtschaftlicher Zusammenhänge richtet dieser Beitrag sein Augenmerk auf das Wissenschaftssystem. Wir thematisieren dabei drei Leitbilder einer ökologisch resonanzfähigen Wissenschaft, nämlich (1) technoszientifische Innovationsbestrebungen, (2) eine Demokratisierung von Wissenschaft und (3) eine transformative Wissenschaft, welche die Wissensproduktion gezielt auf Nachhaltigkeit programmieren soll. Aus einer differenzierungstheoretischen Perspektive ist zu erkennen, dass keines der drei Leitbilder grundsätzlich infrage stellt, dass es auch in Zukunft einer Wissenschaft zur Lösung ökologischer Krisen bedarf. Die Frage ist eher, wieviel außerwissenschaftliche Fremdreferenz notwendig ist, um die Wissenschaft auf der Ebene ihrer Programme für die Anforderungen der Nach- haltigkeit zu sensibilisieren. Discussions on transformative changes towards sustainability usually address the economic system. In contrast to this, our contribution addresses the science system. We focus on three visions of science in service of sustainability, namely (1) technoscientific innovation, (2) a democratization of research, and (3) a transformation of knowledge production. We analyze these visions with the help of Luhmann’s theory of systemic resonance. None of the three visions fundamentally calls into question the need for a science system to solve ecological crises in the future. The question is rather how much external reference and structural change is necessary to make science responsive to the requirements of sustainability. (peer reviewed) DA - 2020/03/26/ PY - 2020 DO - 10.17879/sun-2020-2732 DP - www.uni-muenster.de VL - 6 IS - 1 SP - 1 EP - 20 LA - de-DE SN - 2364-1282 Y2 - 2021/04/30/16:14:15 L1 - files/19033/Dickel et al_2020_Nachhaltige Transformation der Wissenschaft.pdf L2 - files/19032/2732.html KW - Utopie KW - Citizien Science KW - Resonanz KW - Systemtheorie KW - Transformative Wissenschaft ER - TY - SLIDE TI - Rede anlässlich der 2. Tagung "Bildungsforschung 2020" – Zwischen wissenschaftlicher Exzellenz und gesellschaftlicher Verantwortung T2 - Bildungsforschung 2020 A2 - Rachel, Thomas CY - Berlin DA - 2020/// PY - 2020 LA - de UR - https://www.bmbf.de/upload_filestore/pub/Bildungsforschung_Band_42.pdf L1 - files/19034/Rachel_2020_Rede anlässlich der 2.pdf ER - TY - CHAP TI - Ungleichheit im österreichischen Bildungssystem AU - Gerhartz-Reiter, Sabine T2 - Erklärungsmuster für Bildungsaufstieg und Bildungsausstieg: Wie Bildungskarrieren gelingen A2 - Gerhartz-Reiter, Sabine AB - Bildung wird immer wieder mit dem Versprechen der Emanzipation in Verbindung gebracht: Bildung soll die Menschen dazu befähigen, sich frei entfalten zu können, sich entsprechend den eigenen Interessen und Fähigkeiten zu entwickeln, selbstständig zu denken, zu urteilen, zu agieren und gemäß der persönlichen Vorstellungen zu leben (vgl. Gerhartz 2013a). CY - Wiesbaden DA - 2017/// PY - 2017 DP - Springer Link SP - 19 EP - 59 LA - de PB - Springer Fachmedien SN - 978-3-658-14991-8 UR - https://doi.org/10.1007/978-3-658-14991-8_2 Y2 - 2021/04/30/16:09:28 ER - TY - JOUR TI - Die Freiheit der Wissenschaft und ihre Abhängigkeit von Organisation, Finanzen und öffentlicher Meinung AU - Kirchhof, Paul T2 - Studium Generale AB - „Manipulation" meint die für den Betroffenen unbewusste Steuerung eines Menschen oder die Veränderung von Wissen und Wissensbe-weisen durch Täuschung. Eine solche Manipulation ist bei jedem menschlichen Handeln möglich, bedarf auch in der Wissenschaft der bekannten Kontrollen und Korrektive, ist aber nicht bestimmend für die wissenschaftliche Freiheit. Die Frage: „Wie frei sind wir wirk-lich?" bestimmt sich vielmehr nach anderen Kriterien. DA - 2018/04/19/ PY - 2018 DO - 10.17885/heiup.studg.2018.1.23784 DP - heiup.uni-heidelberg.de SP - 103 EP - 117 J2 - studg LA - de SN - 2511-4921 UR - https://heiup.uni-heidelberg.de/journals/index.php/generale/article/view/23784 Y2 - 2021/04/30/15:59:41 L1 - files/19036/Kirchhof_2018_Die Freiheit der Wissenschaft und ihre Abhängigkeit von Organisation, Finanzen.pdf L2 - files/19035/23784.html ER - TY - BOOK TI - Teaching skills assessments: Qualitätsmanagement und Personalentwicklung in der Hochschullehre A3 - Egger, Rudolf A3 - Merkt, Marianne CY - Wiesbaden DA - 2016/// PY - 2016 DP - DOI.org (Crossref) LA - de PB - Springer Fachmedien Wiesbaden SN - 978-3-658-10833-5 978-3-658-10834-2 ST - Teaching Skills Assessments UR - http://link.springer.com/10.1007/978-3-658-10834-2 Y2 - 2021/04/30/15:56:32 L1 - files/19037/Egger_Merkt_2016_Teaching skills assessments.pdf ER - TY - BOOK TI - Die Universität im 21. Jahrhundert: Für eine neue Einheit von Lehre, Forschung und Gesellschaft AU - Elkana, Yehuda AU - Klöpper, Hannes AB - Die Universität sieht sich im 21. Jahrhundert mit neuen und schwer überschaubaren Herausforderungen konfrontiert, doch verharrt sie in ihrem Denken und ihren Methoden im 19. Jahrhundert. Yehuda Elkana und Hannes Klöpper setzen ihre Vision einer zeitgemäßen Universität dagegen. Deren Hauptaufgabe wird es sein, die Studierenden auf die globalen Fragen von Gegenwart und Zukunft vorzubereiten und sie so zu Bürgern auszubilden, die in der demokratischen Zivilgesellschaft Verantwortung übernehmen.Elkana und Klöpper proklamieren nicht weniger als die Idee einer Neuen Aufklärung: Die Einsicht, dass Wissen und Erkenntnis nicht feststehen, sondern revidierbar und kontextabhängig sind, ist die Voraussetzung für die Lösung komplexer Probleme. Um ein solches vernetztes Denken zu vermitteln, bedarf es grundlegend neuer Curricula, aber auch alternativer Lehrformen und dynamischerer Universitätsstrukturen. Durch eine derartige Neuausrichtung kann die Universität einmal mehr zu einer die Gesellschaft prägenden und gestaltenden Kraft werden. CY - Hamburg DA - 2012/10/17/ PY - 2012 DP - Amazon SP - 512 LA - Deutsch PB - Edition Körber SN - 978-3-89684-088-2 ST - Die Universität im 21. Jahrhundert L2 - https://www.amazon.de/Die-Universit%C3%A4t-21-Jahrhundert-Gesellschaft/dp/3896840886 ER - TY - BOOK TI - The new education: How to revolutionize the university to prepare students for a world in flux AU - Davidson, Cathy N. AB - A leading educational thinker argues that the American university is stuck in the past -- and shows how we can revolutionize it for our era of constant change Our current system of higher education dates to the period from 1865 to 1925. It was in those decades that the nation's new universities created grades and departments, majors and minors, all in an attempt to prepare young people for a world transformed by the telegraph and the Model T. As Cathy N. Davidson argues in The New Education, this approach to education is wholly unsuited to the era of the gig economy. From the Ivy League to community colleges, she introduces us to innovators who are remaking college for our own time by emphasizing student-centered learning that values creativity in the face of change above all. The New Education ultimately shows how we can teach students not only to survive but to thrive amid the challenges to come. DA - 2017/09/05/ PY - 2017 DP - Amazon ET - 1. Edition SP - 318 LA - Englisch PB - Basic Books ST - The New Education L2 - https://www.amazon.de/New-Education-Revolutionize-University-Students-ebook/dp/B06XS4WBNJ/ref=sr_1_1?dchild=1&keywords=9780465093182&linkCode=qs&qid=1619514089&s=books&sr=1-1 ER - TY - CHAP TI - Handbook of motivation at school AU - Ryan, Richard M. AU - Deci, Edward L. T2 - Facilitating and Hindering Motivation, Learning, and Well-Being in Schools: Research and Observations from Self-Determination A2 - Wentzel, Kathryn R. A2 - Miele, David B. AB - Humans are, in their natural environments, amazingly curious and interested. From birth we exhibit a robust propensity to actively explore our physical DA - 2016/02/19/ PY - 2016 DP - www.taylorfrancis.com ET - 2nd Edition SP - 108 EP - 131 LA - en PB - Routledge SN - 978-1-315-77338-4 UR - https://www.taylorfrancis.com/https://www.taylorfrancis.com/chapters/edit/10.4324/9781315773384-12/facilitating-hindering-motivation-learning-well-being-schools-research-observations-self-determination-theory-richard-rya-dwa-deci Y2 - 2021/04/30/15:41:28 L2 - files/19040/facilitating-hindering-motivation-learning-well-being-schools-research-observations-self-determ.html ER - TY - RPRT TI - Nationaler Bildungsbericht Österreich 2018: Das Schulsystem im Spiegel von Daten und Indikatoren. AU - Oberwimmer, Konrad AU - Vogtenhuber, Stefan AU - Lassnigg, Lorenz AU - Schreiner, Claudia DA - 2019/01/01/ PY - 2019 DP - ResearchGate ST - Nationaler Bildungsbericht Österreich 2018 L1 - files/19042/Oberwimmer et al_2019_Nationaler Bildungsbericht Österreich 2018.pdf L4 - https://www.researchgate.net/publication/332079138_Nationaler_Bildungsbericht_Osterreich_2018_Das_Schulsystem_im_Spiegel_von_Daten_und_Indikatoren ER - TY - CHAP TI - Ethik und Wissenschaft AU - Fuchs, Michael T2 - Ethik im Weltkontext A2 - Yousefi, Hamid Reza A2 - Seubert, Harald CY - Wiesbaden DA - 2014/// PY - 2014 DP - DOI.org (Crossref) SP - 233 EP - 240 LA - de PB - Springer Fachmedien Wiesbaden SN - 978-3-658-04896-9 978-3-658-04897-6 Y2 - 2021/04/30/15:32:34 L1 - files/19043/Fuchs_2014_Ethik und Wissenschaft.pdf ER - TY - BOOK TI - Bildung und Konventionen: Die „Economie des conventions“ in der Bildungsforschung A3 - Imdorf, Christian A3 - Leemann, Regula Julia A3 - Gonon, Philipp CY - Wiesbaden DA - 2019/// PY - 2019 DP - DOI.org (Crossref) LA - de PB - Springer Fachmedien Wiesbaden SN - 978-3-658-23300-6 978-3-658-23301-3 ST - Bildung und Konventionen UR - http://link.springer.com/10.1007/978-3-658-23301-3 Y2 - 2021/04/30/15:28:39 L1 - files/19044/Imdorf et al_2019_Bildung und Konventionen.pdf ER - TY - BOOK TI - Making the transition: Education and labor market entry in central and eastern Europe A3 - Kogan, Irena A3 - Noelke, Clemens A3 - Gebel, Michael AB - After the breakdown of socialism in Central and Eastern Europe, the role of education systems in preparing students for the "real world" changed. Though young people were freed from coercive state institutions, the shift to capitalism made the transition from school to work much more precarious and increased inequality in early career outcomes. This volume provides the first large-scale analysis of the impact social transformation has had on young people in their transition from school to work in Central and Eastern European countries. Written by local experts, the book examines the process for those entering the workforce under socialism, during the turbulent transformation years, in the early 2000s, and today. It considers both the risks and opportunities that have emerged, and reveals how they are distributed across social groups. Only by studying these changes can we better understand the long-term impact of socialism and post-socialist transformation on the problems young people in this part of the world are facing today. CY - Stanford DA - 2011/// PY - 2011 DP - JSTOR PB - Stanford University Press SN - 978-0-8047-7590-8 ST - Making the Transition UR - https://www.jstor.org/stable/j.ctvqsdktc Y2 - 2021/05/03/16:09:13 ER - TY - BOOK TI - From information to transformation: Education for the evolution of consciousness AU - Hart, Tobin AB - From Information to Transformation is about remembering what matters in education and in life. In many ways, it concerns who we are and how we know. Drawing from the wisdom traditions, transpersonal psychology, consciousness studies, and pedagogy, a map of the depths of knowing and learning is constructed that unfolds through six interrelated layers: information, knowledge, intelligence, understanding, wisdom, and transformation. This provides both a process and a direction for education that can prepare students for the extraordinary demands of the twenty-first century. Entering into these depths offers an education that is both practical and remarkable, one that replaces radical disconnection with radical amazement. This integrated approach includes the education of the mind and the heart, balances intuition with the analytic, mastery with mystery, and emphasizes developing wisdom over the mere accumulation of facts. CY - New York DA - 2009/03/06/ PY - 2009 DP - Amazon ET - 3. Edition LA - Englisch PB - Peter Lang Inc., International Academic Publishers SN - 978-1-4331-0591-3 ST - From Information to Transformation L2 - https://www.amazon.com/Information-Transformation-Education-Consciousness-Counterpoints/dp/1433105918 ER - TY - BOOK TI - Stadtbaustein Bildung A3 - Coelen, Thomas A3 - Heinrich, Anna Juliane A3 - Million, Angela AB - Seit einiger Zeit werden Bildungswesen und Stadtentwicklung als wichtige Partner angesehen. Vielerorts wächst die Erkenntnis, dass es einer stärkeren Verschränkung der beiden Handlungsfelder bedarf, um den neuen Anforderungen an Bildungspolitik und -praxis sowie räumliche Planung und Entwicklung gerecht zu werden. ‚Stadtbaustein Bildung’ umreißt das Thema interdisziplinär und international auf unterschiedlichen Maßstabsebenen der Stadt- und Regionalplanung, des Städtebaus und der Architektur: Aus den Blickwinkeln von Forschung und Praxis werden aktuelle Entwicklungen und Erkenntnisse zu Bildungs- und Sozialeinrichtungen in ihrem lokalen Kontext sowie in Quartier, Stadt und Region präsentiert und diskutiert. CY - Wiesbaden DA - 2015/// PY - 2015 DP - www.springer.com LA - de PB - VS Verlag für Sozialwissenschaften SN - 978-3-658-07313-8 UR - https://www.springer.com/de/book/9783658073138 Y2 - 2021/05/03/16:03:28 L2 - files/19084/9783658073138.html ER - TY - BOOK TI - "To serve a larger purpose": Engagement for democracy and the transformation of higher education A3 - Saltmarsh, John A3 - Hartley, Matthew AB - "To Serve a Larger Purpose" calls for the reclamation of the original democratic purposes of civic engagement and examines the requisite transformation of higher education required to achieve it. The contributors to this timely and relevant volume effectively highlight the current practice of civic engagement and point to the institutional change needed to realize its democratic ideals. Using multiple perspectives, "To Serve a Larger Purpose" explores the democratic processes and purposes that reorient civic engagement to what the editors call "democratic engagement." The norms of democratic engagement are determined by values such as inclusiveness, collaboration, participation, task sharing, and reciprocity in public problem solving and an equality of respect for the knowledge and experience that everyone contributes to education, knowledge generation, and community building. This book shrewdly rethinks the culture of higher education. CY - Philadelphia DA - 2011/01/01/ PY - 2011 DP - ResearchGate PB - Temple University Press ST - "To serve a larger purpose" L4 - https://www.researchgate.net/publication/291120601_To_serve_a_larger_purpose_Engagement_for_democracy_and_the_transformation_of_higher_education ER - TY - BOOK TI - China’s higher education reform and internationalisation T2 - Routledge contemporary China series A3 - Ryan, Janette AB - As Janette Ryan says in her introduction, the mobility of the educated class is part of China’s most ancient tradition. Historians of the higher education system have in their time noted the goading from rulers – counsellors of the Last Emperor Pu Yi, republicans, or even Maoists – to send Chinese students to foreign universities. In 1872, for instance, 120 Chinese students were in the United States, and in 1920 there were 1,600 in France. But from1980, when China noticed the sorry state to w... CY - New York DA - 2011/10/01/ PY - 2011 DP - journals.openedition.org LA - en PB - Routledge Y2 - 2021/05/03/15:51:24 L1 - files/19094/Ryan_2011_China’s higher education reform and internationalisation.pdf L2 - files/19093/5673.html ER - TY - JOUR TI - Schools for the twenty-first century: School design and educational transformation AU - Leiringer, Roine AU - Cardellino, Paula T2 - British Educational Research Journal AB - The Building Schools for the Future programme has been established to ensure that English secondary schools are designed or redesigned to allow for educational transformation. The programme represents the biggest single UK government investment in school buildings for over 50 years. For this reason, it poses a major challenge to those involved in the design of educational buildings. Inspiration is in part sought from exemplar schools around the world. The paper draws on a multiple case study of four such exemplar schools in Scandinavia that have been designed to address changes in the educational curriculum. The analysis depicts the degree to which the building design in each case supports the school approach to teaching and learning. The disjuncture between commercial and educational issues inherent in designing ‘good’ schools is highlighted. The findings show how it is important to find a balance between good design, commercial realities and educational approaches. DA - 2011/12/01/ PY - 2011 DO - 10.1080/01411926.2010.508512 DP - ResearchGate VL - 37 IS - 6 SP - 915 EP - 934 J2 - British Educational Research Journal ST - Schools for the twenty-first century L1 - files/19096/Leiringer_Cardellino_2011_Schools for the twenty-first century.pdf L4 - https://www.researchgate.net/publication/233127213_Schools_for_the_twenty-first_century_School_design_and_educational_transformation ER - TY - BOOK TI - Transformation of education policy A3 - Martens, Kerstin A3 - Nagel, Alexander-Kenneth A3 - Windzio, Michael A3 - Weymann, Ansgar AB - Education policy is in transformation. Internationalization processes in this field have triggered extensive public debates and compelled... CY - London DA - 2010/// PY - 2010 PB - Palgrave Macmillan UK Y2 - 2021/05/03/13:24:40 L2 - files/19098/17176860-transformation-of-education-policy.html ER - TY - STAT TI - Staatsgrundgesetz über die allgemeinen Rechte der Bürger AU - Republik Österreich Parlament T2 - RGBl 1867/142 AB - Webseite des Österreichischen Parlaments. DA - 1867/// PY - 1867 LA - de, de UR - https://www.parlament.gv.at/PERK/HIS/STAGRU/ Y2 - 2021/05/03/12:04:31 L2 - files/19104/STAGRU.html ER - TY - RPRT TI - Research on sustainability and global change – Visions in science policy by Swiss researchers AU - ProClim Forum for Climate and Global Change, Swiss Academy of Science AB - In Form von Thesen mit Vorschlägen für konkrete Massnahmen erläutern Schweizer Forschende, wie sie zu Nachhaltigkeit und Globalem Wandel forschen wollen, damit sie ihre gesellschaftliche Mitverantwortung tragen und ihren Beitrag zur nachhaltigen Entwicklung leisten können. Das Dokument richtet sich vor allem an die Entscheidungsgremien aus Politik und Wirtschaft sowie die Forschungsförderung - da diese die wesentlichen Rahmenbedingungen setzen - und an die Gemeinschaft der Forschenden, deren verstärktes Engagement in den hier aufgeführten Bereichen zentral ist. CY - Bern DA - 1997/// PY - 1997 LA - de UR - https://scnat.ch/de/id/Yzz6d Y2 - 2021/05/03/11:55:40 L1 - files/26538/ProClim Forum for Climate and Global Change, Swiss Academy of Science_1997_Research on sustainability and global change – Visions in science policy by.pdf L2 - files/19105/6fc6028b-5a36-53a3-b259-48cfcfa10753-Visionen_der_Forschenden.html ER - TY - RPRT TI - Future earth 2025 vision AU - Future Earth CY - Paris DA - 2014/// PY - 2014 UR - https://futureearth.org/wp-content/uploads/2019/09/future-earth_10-year-vision_web.pdf Y2 - 2021/05/03/10:47:10 L1 - files/19106/Future Earth_2014_Future earth 2025 vision.pdf ER - TY - BOOK TI - Silent spring AU - Carson, Rachel CY - Boston DA - 1962/// PY - 1962 PB - Houghton, Mifflin Y2 - 2021/05/03/10:40:32 L2 - files/19107/SilentSpring.html ER - TY - JOUR TI - Rethinking science for sustainable development: Reflexive interaction for a paradigm transformation AU - Kläy, Andreas AU - Zimmermann, Anne B. AU - Schneider, Flurina T2 - Futures T3 - 'Advances in transdisciplinarity 2004-2014' AB - If we postulate a need for the transformation of society towards sustainable development, we also need to transform science and overcome the fact/value split that makes it impossible for science to be accountable to society. The orientation of this paradigm transformation in science has been under debate for four decades, generating important theoretical concepts, but they have had limited impact until now. This is due to a contradictory normative science policy framing that science has difficulties dealing with, not least of all because the dominant framing creates a lock-in. We postulate that in addition to introducing transdisciplinarity, science needs to strive for integration of the normative aspect of sustainable development at the meta-level. This requires a strategically managed niche within which scholars and practitioners from many different disciplines can engage in a long-term common learning process, in order to become a “thought collective” (Fleck) capable of initiating the paradigm transformation. Arguing with Piaget that “decentration” is essential to achieve normative orientation and coherence in a learning collective, we introduce a learning approach—Cohn's “Theme-Centred Interaction”—which provides a methodology for explicitly working with the objectivity and subjectivity of statements and positions in a “real-world” context, and for consciously integrating concerns of individuals in their interdependence with the world. This should enable a thought collective to address the epistemological and ethical barriers to science for sustainable development. DA - 2015/01/01/ PY - 2015 DO - 10.1016/j.futures.2014.10.012 DP - ScienceDirect VL - 65 SP - 72 EP - 85 J2 - Futures LA - en SN - 0016-3287 ST - Rethinking science for sustainable development Y2 - 2021/05/03/10:33:43 L1 - files/19109/Kläy et al_2015_Rethinking science for sustainable development.pdf L2 - files/19108/S0016328714001736.html KW - Values KW - Sustainable development KW - Learning KW - Transdisciplinarity KW - Ethics in science KW - Human dignity KW - Transformative science ER - TY - RPRT TI - Universal Declaration of Human Rights AU - United Nations General Assembly CY - Paris DA - 1948/// PY - 1948 M3 - General Assembly resolution, 217 A UR - https://www.ohchr.org/EN/UDHR/Documents/UDHR_Translations/eng.pdf Y2 - 2021/05/04/07:02:25 L1 - files/19217/United Nations General Assembly_1948_Universal Declaration of Human Rights.pdf ER - TY - JOUR TI - Field notes: The need for radical change in field education AU - Wayne, Julianne AU - Bogo, Marion AU - Raskin, Miriam T2 - Journal of Social Work Education DA - 2006/01// PY - 2006 DO - 10.5175/JSWE.2006.200400447 DP - DOI.org (Crossref) VL - 42 IS - 1 SP - 161 EP - 169 J2 - Journal of Social Work Education LA - en SN - 1043-7797, 2163-5811 ST - FIELD NOTES Y2 - 2021/05/04/06:58:55 ER - TY - BOOK TI - Lebensqualität im Alpenraum (Innsbrucker Geographische Studien, 36) AU - Keller, Lars CY - Innsbruck DA - 2009/// PY - 2009 LA - de PB - Geographie Innsbruck Y2 - 2021/05/03/16:31:39 L2 - files/19229/band36.html ER - TY - BOOK TI - Environmental literacy in science and society: From knowledge to decisions AU - Scholz, Roland W. AB - In an era where humans affect virtually all of the earth's processes, questions arise about whether we have sufficient knowledge of human-environment interactions. How can we sustain the Earth's ecosystems to prevent collapses and what roles should practitioners and scientists play in this process? These are the issues central to the concept of environmental literacy. This unique book provides a comprehensive review and analysis of environmental literacy within the context of environmental science and sustainable development. Approaching the topic from multiple perspectives, it explores the development of human understanding of the environment and human-environment interactions in the fields of biology, psychology, sociology, economics and industrial ecology. The discussion emphasises the importance of knowledge integration and transdisciplinary processes as key strategies for understanding complex human-environment systems (HES). In addition, the author defines the HES framework as a template for investigating sustainably coupled human-environment systems in the 21st century. CY - Cambridge ; New York DA - 2011/09/19/ PY - 2011 DP - Amazon ET - 1. Auflage SP - 656 LA - Englisch PB - Cambridge University Press SN - 978-0-521-18333-8 ST - Environmental Literacy in Science and Society L2 - https://www.amazon.com/Environmental-Literacy-Science-Society-Knowledge/dp/0521183332 ER - TY - JOUR TI - Towards the good life: A population survey of dimensions of quality of life AU - Bowling, Ann AU - Windsor, Joy T2 - Journal of Happiness Studies AB - The aim of the analyses presented here was to explore subjective and objective components and predictors of self-rated quality of life (QoL). The vehicle for the study was a questionnaire module on perceptions of quality of life, which was commissioned by the authors for inclusion in the Office of National Statistics (ONS) Omnibus Survey in Great Britain. For the survey, 2033 randomly sampled adults aged 16 and over were interviewed in their own homes (77% response rate). Multiple regression analyses showed that relatively little of the variance in overall QoL ratings was explained by the objective, socio-demographic indicators (5%), and the addition of the health status indicator (reported longstanding illness) contributed nothing. The subjective ratings of life in self-nominated areas of importance explained the most, with those who did not prioritise the area at all as the referent (relationships, finances, own health, others' health, work and social life). These variables contributed over twice as much as the objective and health status variables, indicating the relative importance of self-nominated 'important areas of life' over theoretically important, objective variables and reported illness. However, the final model still only explained a modest amount of the variance in quality of life ratings (16%), confirming the amorphous nature of quality of life. DA - 2001/03/01/ PY - 2001 DO - 10.1023/A:1011564713657 DP - Springer Link VL - 2 IS - 1 SP - 55 EP - 82 J2 - Journal of Happiness Studies LA - en SN - 1573-7780 ST - Towards the Good Life UR - https://doi.org/10.1023/A:1011564713657 Y2 - 2021/05/03/16:25:13 L1 - files/19231/Bowling_Windsor_2001_Towards the good life.pdf ER - TY - BOOK TI - Education and the good life AU - Russell, Bertrand CY - New York DA - 1926/// PY - 1926 PB - Boni & Liveright Y2 - 2021/05/03/16:19:13 L2 - files/19232/879.html ER - TY - JOUR TI - Education and the subjective quality of life AU - Ross, Catherine E. AU - Van Willigen, Marieke T2 - Journal of Health and Social Behavior AB - We examine whether education influences subjective quality of life. If it does, what are the mechanisms by which education affects well-being? We propose that education improves well-being because it increases access to nonalienated paid work and economic resources that increase the sense of control over life, as well as access to stable social relationships, especially marriage, that increase social support. We examine the relationship between education and a variety of indicators of subjective quality of life--depression, anxiety, anger, aches and pains, malaise, and dissatisfaction. Using two representative national samples collected in 1990 and 1995, we find that the well educated have lower levels of emotional distress (including depression, anxiety, and anger) and physical distress (including aches and pains and malaise), but they do not have lower levels of dissatisfaction. Education reduces distress largely by way of paid work, nonalienated work, and economic resources, which are associated with high personal control; but the extent to which it reduces distress by way of marriage and social support is much more modest. We contrast distress and dissatisfaction as indicators of the subjective quality of life. DA - 1997/// PY - 1997 DO - 10.2307/2955371 DP - JSTOR VL - 38 IS - 3 SP - 275 EP - 297 SN - 0022-1465 Y2 - 2021/05/03/16:22:40 ER - TY - BOOK TI - Education and social transition in the third world AU - Carnoy, Martin AU - Samoff, Joel CY - Princeton DA - 2016/// PY - 2016 DP - press.princeton.edu ET - 2. Auflage LA - en PB - Princeton Legacy Library SN - 978-0-691-63148-6 Y2 - 2021/05/03/16:14:42 L2 - files/19233/education-and-social-transition-in-the-third-world.html ER - TY - BOOK TI - The schooled society: The educational transformation of global culture AU - Baker, David P. AB - Only 150 years ago, the majority of the world's population was largely illiterate. Today, not only do most people over fifteen have basic reading and writing skills, but 20 percent of the population attends some form of higher education. What are the effects of such radical, large-scale change? David Baker argues that the education revolution has transformed our world into a schooled society—that is, a society that is actively created and defined by education. Drawing on neo-institutionalism, The Schooled Society shows how mass education interjects itself and its ideologies into culture at large: from the dynamics of social mobility, to how we measure intelligence, to the values we promote. The proposition that education is a primary rather than a reactive institution is then tested by examining the degree to which education has influenced other large-scale social forces, such as the economy, politics, and religion. Rich, groundbreaking, and globally-oriented, The Schooled Society sheds light on how mass education has dramatically altered the face of society and human life. CY - Stanford DA - 2014/// PY - 2014 LA - en PB - Stanford University Press ST - The Schooled Society Y2 - 2021/05/03/16:12:09 L2 - files/19234/title.html ER - TY - JOUR TI - Establishing sustainability science in higher education institutions: Towards an integration of academic development, institutionalization, and stakeholder collaborations AU - Yarime, Masaru AU - Trencher, Gregory AU - Mino, Takashi AU - Scholz, Roland W. AU - Olsson, Lennart AU - Ness, Barry AU - Frantzeskaki, Niki AU - Rotmans, Jan T2 - Sustainability Science DA - 2012/02// PY - 2012 DO - 10.1007/s11625-012-0157-5 DP - DOI.org (Crossref) VL - 7 IS - S1 SP - 101 EP - 113 J2 - Sustain Sci LA - en SN - 1862-4065, 1862-4057 ST - Establishing sustainability science in higher education institutions Y2 - 2021/05/05/13:32:13 L1 - files/19987/Yarime et al_2012_Establishing sustainability science in higher education institutions.pdf L2 - files/22205/38270.html ER - TY - JOUR TI - How to walk the talk? Developing actions for sustainability in academic research AU - Hugé, Jean AU - Block, Thomas AU - Waas, Tom AU - Wright, Tarah AU - Dahdouh-Guebas, Farid T2 - Journal of Cleaner Production AB - Sustainability in higher education is a growing field of reflection and practice, yet integrating sustainability and academic research (as a distinct pillar of academia – next to education, societal service and campus operations) is still considered a challenge. This study: i. Proposes a conceptualization of sustainability in academic research based on an explorative literature review; ii. Suggests a range of actions fostering sustainability in academic research based on an expert-based workshop; and iii. Critically reflects on a case study entailing a university-wide sustainability transition initiative. The proposed conceptualization of sustainability in academic research is shaped by the diversity of perspectives in the scientific literature and focuses on the degree of disciplinary integration within and outside academia. Actions to foster sustainability in academic research include actions with regard to: i. Research funding; ii. Research & career evaluation; iii. Research organization; iv. Capacity building and v. policy. The emerging range of possible actions as designed by research managers as well as the early experience of individual higher education institutions in experimenting with sustainability in academic research contribute to the translation of sustainability into a range of tangible and realistic research actions for higher education institutions. DA - 2016/11/20/ PY - 2016 DO - 10.1016/j.jclepro.2016.07.010 DP - ScienceDirect VL - 137 SP - 83 EP - 92 J2 - Journal of Cleaner Production LA - en SN - 0959-6526 ST - How to walk the talk? Y2 - 2021/05/05/13:31:05 L1 - files/19989/Hugé et al_2016_How to walk the talk.pdf L2 - files/19988/S0959652616308927.html KW - Sustainability KW - Sustainability science KW - Academic research KW - Workshop ER - TY - JOUR TI - Lock-ins and opportunities for sustainability transition: A multi-level analysis of the Flemish higher education system AU - Deleye, Maarten AU - Van Poeck, Katrien AU - Block, Thomas T2 - International Journal of Sustainability in Higher Education AB - Purpose This study aims to provide an overview of sustainability in Flemish higher education (HE) by using the multi-level perspective (MLP) on sustainability transitions for a comprehensive empirical analysis of how sustainability is embedded in Flemish HE. Design/methodology/approach MLP was used as analytical framework to study the case and allow a focus on the interplay between innovative experiments in niche-practices, the characteristics of the prevailing regime (dominant structures, cultures and practices) and macro-trends at the landscape level. The data were collected through document analyses, surveys, in-depth interviews and a focus group. The empirical analysis was complemented with an extensive literature study. Findings In all, 9 landscape trends, 21 regime characteristics and 5 types of niches are identified. Furthermore, the multi-level analysis revealed 5 important lock-ins in the dominant regime that impede the upscaling of sustainable niches, 5 internal contradictions that destabilise the regime and can thus create windows of opportunity for niches to become viable alternatives and 16 opportunities for further embedding sustainability in HE. Originality/value The paper gives an original insight into the complexities of integrating sustainability in HE, highlights the important role of policy entrepreneurs to grasp emerging opportunities and offers them insight into how to create momentum and identify and fruitfully address windows of opportunity for a sustainability transition. It shows the potential and limits of the MLP for research on HE and outlines prospects for future research. DA - 2019/01/01/ PY - 2019 DO - 10.1108/IJSHE-09-2018-0160 DP - Emerald Insight VL - 20 IS - 7 SP - 1109 EP - 1124 SN - 1467-6370 ST - Lock-ins and opportunities for sustainability transition UR - https://doi.org/10.1108/IJSHE-09-2018-0160 Y2 - 2021/05/05/13:25:31 L1 - files/19990/Deleye et al_2019_Lock-ins and opportunities for sustainability transition.pdf KW - Multi-level perspective KW - Transition KW - Sustainability KW - Higher education KW - Policy entrepreneurs ER - TY - JOUR TI - Sulitest: A collaborative initiative to support and assess sustainability literacy in higher education AU - Décamps, Aurelien AU - Barbat, Guillaume AU - Carteron, Jean-Christophe AU - Hands, Victoria AU - Parkes, Carole T2 - The International Journal of Management Education AB - This paper highlights the contribution of the Sulitest (the Sustainability Literacy Test) to the global agenda of integrating sustainability into higher education. The Sustainability Literacy Test is an open online training and assessment tool developed as an international collaborative initiative, in the context of Education for Sustainable Development (ESD) and the Principles for Responsible Management Education (PRME). This paper discusses how the tool works and emphasizes two major contributions: firstly, drawing a snapshot in the measurement of Sustainability Literacy worldwide at the present time, and secondly, providing an open tool to raise awareness on sustainability. The Sulitest enables higher education institutions (HEI's) to assess that they are producing sustainability literate graduates and to engage multiple stakeholders in accelerating the integration of sustainability in higher education standards and beyond. DA - 2017/07/01/ PY - 2017 DO - 10.1016/j.ijme.2017.02.006 DP - ResearchGate VL - 15 IS - 2 SP - 138 EP - 152 J2 - The International Journal of Management Education ST - Sulitest L4 - https://www.researchgate.net/publication/317623850_Sulitest_A_collaborative_initiative_to_support_and_assess_sustainability_literacy_in_higher_education ER - TY - ELEC TI - The Yale program on climate change communication AU - Yale Program on Climate Change Communication T2 - Yale Program on Climate Change Communication AB - Public opinion polls on climate change knowledge, attitudes, policies, and behavior. DA - 2021/// PY - 2021 LA - en-US UR - http://climatecommunication.yale.edu/ Y2 - 2021/05/05/13:12:43 L2 - files/19994/climatecommunication.yale.edu.html ER - TY - RPRT TI - Agenda 2030 – SDG‑Indikatorenbericht. Update 2019 und Covid‑19‑Ausblick AU - Wegscheider‑Pichler, Alexandra CY - Wien DA - 2020/// PY - 2020 PB - Bundesanstalt Statistik Österreich (STATISTIK AUSTRIA) UR - http://www.statistik.at/wcm/idc/idcplg?IdcService=GET_NATIVE_FILE&RevisionSelectionMethod=LatestReleased&dDocName=124758 L1 - files/26542/Wegscheider‑Pichler_2020_Agenda 2030 – SDG‑Indikatorenbericht.pdf ER - TY - JOUR TI - Evaluierung von gesellschaftlichen Leistungen der Forschung. Synergien mit der anwendungsorientierten Forschungsförderung AU - Wolf, Birge AU - Szerencsits, Manfred AU - Gaus, Hansjörg AU - Heß, Jürgen T2 - Die Hochschule: Journal für Wissenschaft und Bildung DA - 2016/// PY - 2016 DO - 10.25656/01:16195 DP - Zotero VL - 25 IS - 1 SP - 76 EP - 86 LA - de L1 - files/19996/Wolf et al_2016_Evaluierung von gesellschaftlichen Leistungen der Forschung.pdf ER - TY - GEN TI - Guidelines on sustainability science in research and education A2 - UNESCO AB - “Guidelines on Sustainability Science in Research and Education” is the main output of the international UNESCO project “Broadening the Application of the Sustainability Science Approach” initiated in October 2015 with the support of the Japanese Ministry of Education, Culture, Sports, Science and Technology (Japan/MEXT) to identify good practices and develop policy guidelines to help Member States harness the potential of sustainability science in their sustainable development strategies. DA - 2017/// PY - 2017 LA - en UR - https://unesdoc.unesco.org/ark:/48223/pf0000260600 Y2 - 2021/05/05/12:49:23 L1 - files/25603/2017_Guidelines on sustainability science in research and education.pdf L2 - files/19997/guidelines-sustainability-science-research-and-education.html ER - TY - GEN TI - Nationaler Aktionsplan Bildung für nachhaltige Entwicklung A2 - Nationale Plattform Bildung für nachhaltige Entwicklung DA - 2017/// PY - 2017 PB - Bundesministerium für Bildung und Forschung, Referat Bildung in Regionen; Bildung für nachhaltige Entwicklung UR - https://www.bmbf.de/files/Nationaler_Aktionsplan_Bildung_f%C3%BCr_nachhaltige_Entwicklung.pdf Y2 - 2021/05/05/12:31:38 L1 - files/19999/2017_Nationaler Aktionsplan Bildung für nachhaltige Entwicklung.pdf ER - TY - JOUR TI - Treibhausgasbilanz von Universitäten in Österreich: Methode und Ergebnisse der Bilanzierung und Strategien zur Reduktion der Treibhausgasemissionen AU - Getzinger, Günter AU - Schmitz, Dominik AU - Mohnke, Sascha AU - Steinwender, David AU - Lindenthal, Thomas T2 - GAIA - Ecological Perspectives for Science and Society AB - Universitäten tragen als Kompetenzträgerinnen und Vorbilder eine besondere Verantwortung bei der Bekämpfung des Klimawandels ‐ und damit auch bei der Erfassung und Reduktion der eigenen Treibhausgasemissionen. Durch Erstellung einer Treibhausgasbilanz mit der von der Allianz Nachhaltige Universitäten in Österreich entwickelten Methode Climcalc schaffen sich Universitäten einen genauen Einblick in jene Bereiche, in denen der Großteil ihrer Treibhausgasemissionen anfallen, können deren Entwicklung über die Jahre beobachten und effektive Maßnahmen setzen, die auf eine CO 2 -neutrale Universität abzielen. DA - 2019/12/19/ PY - 2019 DO - 10.14512/gaia.28.4.13 DP - ResearchGate VL - 28 IS - 4 SP - 389 EP - 391 J2 - GAIA - Ecological Perspectives for Science and Society ST - Treibhausgasbilanz von Universitäten in Österreich L4 - https://www.researchgate.net/publication/338076307_Treibhausgasbilanz_von_Universitaten_in_Osterreich_Methode_und_Ergebnisse_der_Bilanzierung_und_Strategien_zur_Reduktion_der_Treibhausgasemissionen ER - TY - RPRT TI - Positionspapier zur Errichtung von nachhaltigen Universitätsgebäuden AU - AG Bauen DA - 2020/// PY - 2020 PB - Allianz Nachhaltige Universitäten in Österreich UR - http://nachhaltigeuniversitaeten.at/wp-content/uploads/2020/03/2020-01-23_Positionspapier_Nachhaltiges_Bauen.pdf Y2 - 2021/05/05/09:37:13 L1 - files/20005/AG Bauen_2020_Positionspapier zur Errichtung von nachhaltigen Universitätsgebäuden.pdf ER - TY - RPRT TI - Transfer für nachhaltige Entwicklung an Hochschulen. AU - Nölting, B. AU - Fritz, H. CY - Eberswalde: Hochschule für nachhaltige Entwicklung Eberswalde DA - 2021/// PY - 2021 PB - BMBF-Projekt “Nachhaltigkeit an Hochschulen: entwickeln - vernetzen - berichten (HOCHN)” UR - https://www.hochn.uni-hamburg.de/-downloads/handlungsfelder/transfer/leitfaden-nachhaltigkeitstransfer-hnee-2021-04-final.pdf L1 - files/25487/Nölting_Fritz_2021_Transfer für nachhaltige Entwicklung an Hochschulen.pdf ER - TY - RPRT TI - Nachhaltigkeit im Hochschulbetrieb (Betaversion) AU - Bassen, A. AU - Schmitt, C. T. AU - Stecker, C. AU - Rüth, C. CY - Hamburg DA - 2018/// PY - 2018 PB - BMBF-Projekt „Nachhaltigkeit an Hochschulen: entwickeln – vernetzen – berichten (HOCHN)“ UR - https://www.hochn.uni-hamburg.de/-downloads/handlungsfelder/betrieb/hoch-n-leitfaden-nachhaltiger-hochschulbetrieb.pdf L1 - files/25493/Bassen et al_2018_Nachhaltigkeit im Hochschulbetrieb (Betaversion).pdf ER - TY - RPRT TI - Nachhaltigkeit in der Hochschulforschung (Betaversion) AU - Kahle, J. AU - Jahn, S. AU - Lang, D. J. AU - Vogt, M. AU - Weber, C. F. AU - Lütke-Spatz, L. AU - Winkler, J. CY - Lüneburg und München DA - 2018/// PY - 2018 PB - BMBF-Projekt „Nachhaltigkeit an Hochschulen: entwickeln – vernetzen – berichten (HOCHN)“ UR - https://www.hochn.uni-hamburg.de/-downloads/handlungsfelder/forschung/hoch-n-leitfaden-nachhaltigkeit-in-der-hochschulforschung.pdf L1 - files/25488/Kahle et al_2018_Nachhaltigkeit in der Hochschulforschung (Betaversion).pdf ER - TY - RPRT TI - Bildung für Nachhaltige Entwicklung (BNE) in der Hochschullehre AU - Bellina, L. AU - Tegeler, M. K. AU - Müller-Christ, G. AU - Potthast, T. CY - Bremen und Tübingen DA - 2020/// PY - 2020 PB - BMBF-Projekt „Nachhaltigkeit an Hochschulen: entwickeln – vernetzen – berichten (HOCHN)“ UR - https://www.hochn.uni-hamburg.de/-downloads/handlungsfelder/lehre/hoch-n-leitfaden-bne-in-der-hochschullehre.pdf L1 - files/25607/Bellina et al_2020_Bildung für Nachhaltige Entwicklung (BNE) in der Hochschullehre.pdf ER - TY - RPRT TI - Nachhaltigkeitsgovernance an Hochschulen AU - Bormann, I. AU - Rieckmann, M. AU - Bauer, M. AU - Kummer, B. AU - Niedlich, S. AU - Doneliene, M. AU - Jaeger, L. AU - Rietzke, D. CY - Berlin und Vechta DA - 2020/// PY - 2020 PB - BMBF-Projekt „Nachhaltigkeit an Hochschulen: entwickeln – vernetzen – berichten (HOCHN)“ UR - https://www.hochn.uni-hamburg.de/-downloads/handlungsfelder/governance/leitfaden-nachhaltigkeitsgovernance-an-hochschulen-neuauflage-2020.pdf L1 - files/25490/Bormann et al_2020_Nachhaltigkeitsgovernance an Hochschulen.pdf ER - TY - RPRT TI - Anwendung des hochschulspezifischen Nachhaltigkeitskodex – Ein Weg zur Nachhaltigkeitsberichterstattung an Hochschulen AU - Bassen, A. AU - Sassen, R. AU - de Haan, G. AU - Klußmann, C. AU - Niemann, A. AU - Gansel, E. CY - Hamburg, Berlin, Duisburg, Essen DA - 2020/// PY - 2020 PB - BMBF-Projekt „Nachhaltigkeit an Hochschulen: entwickeln – vernetzen – berichten (HOCHN)“ UR - https://www.deutscher-nachhaltigkeitskodex.de/de-DE/Documents/PDFs/Leitfaden/Hochschul-DNK.aspx L1 - files/25407/Bassen et al_2020_Anwendung des hochschulspezifischen Nachhaltigkeitskodex – Ein Weg zur.pdf ER - TY - RPRT TI - Handbuch zur Erstellung von Nachhaltigkeitskonzepten für Universitäten AU - Bohunovsky, L AU - Weiger, T M AU - Höltl, A AU - Muhr, Maximilian DA - 2020/// PY - 2020 DP - Zotero LA - de PB - aktualisiert und grundlegend überarbeitet von der Arbeitsgruppe „Strategien“ der Allianz Nachhaltige Universitäten in Österreich UR - https://nachhaltigeuniversitaeten.at/wp-content/uploads/2020/12/Handbuch_NH-Strategien_2020_AG.pdf L1 - files/20006/Bohunovsky et al_2020_Handbuch zur Erstellung von Nachhaltigkeitskonzepten für Universitäten.pdf ER - TY - RPRT TI - "Qualitätskriterien für BNE-Schulen": Bildung für nachhaltige Entwicklung in Schulen - Leitfaden zur Entwicklung von Qualitätskriterien AU - Breiting, Søren AU - Mayer, Michaela AU - Mogensen, Finn CY - Wien DA - 2005/// PY - 2005 PB - Bundesministerium für Bildung, Wissenschaft und Kultur UR - https://www.bmbwf.gv.at/dam/jcr:db2fec87-1534-484a-bb79-435096d26e2d/qc_dt_24022.pdf L1 - files/25489/Breiting et al_2005_Qualitätskriterien für BNE-Schulen.pdf ER - TY - CHAP TI - Evaluating education for sustainable development programs AU - Zint, Michaela T2 - World Trends on Education for Sustainable Development A2 - Leal Filho, Walter CY - Frankfurt DA - 2011/01/01/ PY - 2011 DP - ResearchGate SP - 329 EP - 348 PB - Peter Lang L4 - https://www.researchgate.net/publication/288898995_Evaluating_education_for_sustainable_development_programs ER - TY - JOUR TI - Moving forward on competence in sustainability research and problem solving AU - Wiek, Arnim AU - Keeler, Lauren AU - Redman, Charles AU - Mills, Sarah T2 - Environment Science and Policy for Sustainable Development DA - 2011/03/14/ PY - 2011 DO - 10.1080/00139157.2011.554496 DP - ResearchGate VL - 53 IS - 2 SP - 3 EP - 13 J2 - Environment L4 - https://www.researchgate.net/publication/254339529_Moving_Forward_on_Competence_in_Sustainability_Research_and_Problem_Solving ER - TY - JOUR TI - Climate change conceptual change: Scientific information can transform attitudes. AU - Ranney, Michael Andrew AU - Clark, Dav T2 - Topics in cognitive science AB - Of this article's seven experiments, the first five demonstrate that virtually no Americans know the basic global warming mechanism. Fortunately, Experiments 2-5 found that 2-45 min of physical-chemical climate instruction durably increased such understandings. This mechanistic learning, or merely receiving seven highly germane statistical facts (Experiment 6), also increased climate-change acceptance-across the liberal-conservative spectrum. However, Experiment 7's misleading statistics decreased such acceptance (and dramatically, knowledge-confidence). These readily available attitudinal and conceptual changes through scientific information disconfirm what we term "stasis theory"--which some researchers and many laypeople varyingly maintain. Stasis theory subsumes the claim that informing people (particularly Americans) about climate science may be largely futile or even counterproductive--a view that appears historically naïve, suffers from range restrictions (e.g., near-zero mechanistic knowledge), and/or misinterprets some polarization and (noncausal) correlational data. Our studies evidenced no polarizations. Finally, we introduce HowGlobalWarmingWorks.org--a website designed to directly enhance public "climate-change cognition." DA - 2016/01/25/ PY - 2016 DO - 10.1111/tops.12187 DP - escholarship.org VL - 8 IS - 1 SP - 49 EP - 75 LA - en SN - 1756-8757 ST - Climate Change Conceptual Change UR - https://escholarship.org/uc/item/5rv6s50g Y2 - 2021/05/05/08:41:59 L1 - files/20010/Ranney_Clark_2016_Climate change conceptual change.pdf L2 - files/20009/5rv6s50g.html ER - TY - JOUR TI - Why are we reluctant to act immediately on climate change? From ontological assumptions to core cognition AU - Chen, Xiang T2 - Perspectives on Science AB - Drawing on the findings from cognitive and developmental psychology, I argue that the wait-and-see approach to climate change originates from a misconception that heat is a material-like object. This ontological assumption exemplifies a general cognitive bias – we prefer to treat various ontological entities, including processes, as objects. The object bias is ultimately associated with our core cognition of objects, a system of representations that consists mainly of spatiotemporal information. To persuade people to act immediately on climate change, we need a special conceptual change to abandon the well entrenched object bias and the related misconception of the nature of heat. DA - 2014/12/01/ PY - 2014 DO - 10.1162/POSC_a_00150 DP - ResearchGate VL - 22 IS - 4 SP - 574 EP - 592 J2 - Perspectives on Science ST - Why Are We Reluctant to Act Immediately on Climate Change? L1 - files/20011/Chen_2014_Why are we reluctant to act immediately on climate change.pdf L4 - https://www.researchgate.net/publication/273584451_Why_Are_We_Reluctant_to_Act_Immediately_on_Climate_Change_From_Ontological_Assumptions_to_Core_Cognition ER - TY - JOUR TI - The polarizing impact of science literacy and numeracy on perceived climate change risks AU - Kahan, Dan M. AU - Peters, Ellen AU - Wittlin, Maggie AU - Slovic, Paul AU - Ouellette, Lisa Larrimore AU - Braman, Donald AU - Mandel, Gregory N. T2 - Nature Climate Change AB - Seeming public apathy over climate change is often attributed to a deficit in comprehension. The public knows too little science, it is claimed, to understand the evidence or avoid being misled. Widespread limits on technical reasoning aggravate the problem by forcing citizens to use unreliable cognitive heuristics to assess risk. An empirical study found no support for this position. Members of the public with the highest degrees of science literacy and technical reasoning capacity were not the most concerned about climate change. Rather, they were the ones among whom cultural polarization was greatest. This result suggests that public divisions over climate change stem not from the public’s incomprehension of science but from a distinctive conflict of interest: between the personal interest individuals have in forming beliefs in line with those held by others with whom they share close ties and the collective one they all share in making use of the best available science to promote common welfare. DA - 2012/12/23/ PY - 2012 DO - 10.1038/NCLIMATE1547 DP - papers.ssrn.com VL - 2 SP - 732 EP - 735 LA - en UR - https://papers.ssrn.com/abstract=2193133 Y2 - 2021/05/05/08:34:51 L2 - files/20013/papers.html KW - climate change KW - cultural cognition KW - heuristics KW - science literacy ER - TY - JOUR TI - Green consumption: Behavior and norms AU - Peattie, Ken T2 - Annual Review of Environment and Resources AB - Developing more environmentally sustainable consumption and production systems depends upon consumers' willingness to engage in “greener” consumption behaviors. Research efforts have sought to identify, analyze, and understand the “green consumer.” Initial marketing and economics research, focusing on purchasing activities, has been complemented by research from fields such as industrial ecology and sociology, providing a more holistic picture of green consumption as a process. Much of the research has focused on areas with the greatest environmental impacts, namely peoples' homes and household management, their food choices and behaviors, and their transport behaviors for work, leisure, and travel. The emerging picture of green consumption is of a process that is strongly influenced by consumer values, norms, and habits, yet is highly complex, diverse, and context dependent. There are opportunities for future research that provides greater interdisciplinarity and challenges our assumptions and expectations about consumption and the nature of the consumer society. DA - 2010/11/01/ PY - 2010 DO - 10.1146/annurev-environ-032609-094328 DP - papers.ssrn.com VL - 35 IS - 1 SP - 195 EP - 228 LA - en ST - Green Consumption UR - https://papers.ssrn.com/abstract=1707234 Y2 - 2021/05/05/08:32:17 L1 - files/20014/Peattie_2010_Green consumption.pdf L2 - files/20015/papers.html KW - Green Consumption: Behavior and Norms KW - Ken Peattie KW - SSRN ER - TY - JOUR TI - Personal efficacy, the information environment, and attitudes toward global warming and climate change in the United States AU - Kellstedt, Paul M. AU - Zahran, Sammy AU - Vedlitz, Arnold T2 - Risk Analysis DA - 2008/02// PY - 2008 DO - 10.1111/j.1539-6924.2008.01010.x DP - DOI.org (Crossref) VL - 28 IS - 1 SP - 113 EP - 126 J2 - Risk Analysis LA - en SN - 0272-4332, 1539-6924 UR - http://doi.wiley.com/10.1111/j.1539-6924.2008.01010.x Y2 - 2021/05/05/08:27:54 L1 - files/20016/Kellstedt et al_2008_Personal efficacy, the information environment, and attitudes toward global.pdf ER - TY - RPRT TI - Motivating sustainable consumption: A review of evidence on consumer behaviour and behavioural change AU - Jackson, Tim CY - Guidford DA - 2005/// PY - 2005 M3 - A report to the Sustainable Development Research Network PB - Centre for Environment Strategy, University of Surrey UR - https://coolclimate.berkeley.edu/files/coolclimate/Jackson+_2005_+-+Motivating+sustainable+consumption.pdf Y2 - 2021/05/05/08:23:41 L1 - files/20017/Jackson_2005_Motivating sustainable consumption.pdf ER - TY - JOUR TI - Motivated decision making: Effects of activation and self-centrality of values on choices and behavior AU - Verplanken, Bas AU - Holland, Rob T2 - Journal of Personality and Social Psychology AB - Six studies examined the value-behavior relation and focused on motivational properties of values, the self, and value activation. Priming environmental values enhanced attention to and the weight of information related to those values, which resulted in environmentally friendly consumer choices. This only occurred if these values were central to the self-concept. Value-congruent choices were also found in response to countervalue behavior in an unrelated context. Donating behavior congruent with central altruistic values was found as a result of enhanced self-focus, thus demonstrating the importance of the self in the value-behavior relation. The external validity of the value-centrality measure and its distinction from attitudes were demonstrated in the prediction of voting. Values were thus found to give meaning to, energize, and regulate value-congruent behavior, but only if values were cognitively activated and central to the self. DA - 2002/04/01/ PY - 2002 DO - 10.1037/0022-3514.82.3.434 DP - ResearchGate VL - 82 IS - 3 SP - 434 EP - 47 J2 - Journal of personality and social psychology ST - Motivated decision making L1 - files/20018/Verplanken_Holland_2002_Motivated decision making.pdf L4 - https://www.researchgate.net/publication/11460661_Motivated_decision_making_Effects_of_activation_and_self-centrality_of_values_on_choices_and_behavior ER - TY - JOUR TI - Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? AU - Kollmuss, Anja AU - Agyeman, Julian T2 - Environmental Education Research AB - Numerous theoretical frameworks have been developed to explain the gap between the possession of environmental knowledge and environmental awareness, and displaying pro-environmental behavior. Although many hundreds of studies have been undertaken, no definitive explanation has yet been found. Our article describes a few of the most influential and commonly used analytical frameworks: early US linear progression models; altruism, empathy and prosocial behavior models; and finally, sociological models. All of the models we discuss (and many of the ones we do not such as economic models, psychological models that look at behavior in general, social marketing models and that have become known as deliberative and inclusionary processes or procedures (DIPS)) have some validity in certain circumstances. This indicates that the question of what shapes pro-environmental behavior is such a complex one that it cannot be visualized through one single framework or diagram. We then analyze the factors that have been found to have some influence, positive or negative, on pro-environmental behavior such as demographic factors, external factors (e.g. institutional, economic, social and cultural) and internal factors (e.g. motivation, pro-environmental knowledge, awareness, values, attitudes, emotion, locus of control, responsibilities and priorities). Although we point out that developing a model that tries to incorporate all factors might neither be feasible nor useful, we feel that it can help illuminate this complex field. Accordingly, we propose our own model based on the work of Fliegenschnee and Schelakovsky (1998) who were influenced by Fietkau and Kessel (1981). DA - 2002/08/01/ PY - 2002 DO - 10.1080/13504620220145401 DP - Taylor and Francis+NEJM VL - 8 IS - 3 SP - 239 EP - 260 SN - 1350-4622 ST - Mind the Gap UR - https://doi.org/10.1080/13504620220145401 Y2 - 2021/05/05/08:20:39 L1 - files/20021/Kollmuss_Agyeman_2002_Mind the gap.pdf L2 - files/20020/13504620220145401.html ER - TY - JOUR TI - Apples and oranges: Probing the attitude‐behaviour relationship for the environment AU - Ungar, Sheldon T2 - Canadian Review of Sociology/Revue canadienne de sociologie DA - 2008/07/14/ PY - 2008 DO - 10.1111/j.1755-618X.1994.tb00950.x DP - ResearchGate VL - 31 IS - 3 SP - 288 EP - 304 J2 - Canadian Review of Sociology/Revue canadienne de sociologie ST - Apples and oranges L4 - https://www.researchgate.net/publication/229807446_Apples_and_oranges_Probing_the_attitude-behaviour_relationship_for_the_environment ER - TY - BOOK TI - Shaping the future we want A3 - UNESCO DA - 2014/// PY - 2014 DP - Open WorldCat UR - https://sustainabledevelopment.un.org/content/documents/1682Shaping%20the%20future%20we%20want.pdf Y2 - 2021/05/05/08:01:30 L1 - files/25605/UNESCO_2014_Shaping the future we want.pdf ER - TY - JOUR TI - Die Eigenlogik der Wissenschaft neu verhandeln: Implikationen einer transformativen Wissenschaft AU - Wissel, Carsten von T2 - GAIA – Ecological Perspectives for Science and Society AB - Reaktion auf zwei Beiträge zu transformativer Wissenschaft in GAIA: A. Grunwald (2015), U. Schneidewind (2015) DA - 2015/01/01/ PY - 2015 DO - 10.14512/gaia.24.3.4 DP - IngentaConnect VL - 24 IS - 3 SP - 152 EP - 155 J2 - GAIA - Ecological Perspectives for Science and Society ST - Die Eigenlogik der Wissenschaft neu verhandeln KW - academia KW - inner logic of science KW - transdisciplinarity KW - transformative science ER - TY - BOOK TI - Jenseits traditioneller Wissenschaft. Zur Rolle von Wissenschaft in einer vorsorgenden Gesellschaft A3 - Egner, Heike A3 - Schmid, Martin AB - Jenseits traditioneller Wissenschaft. Zur Rolle von Wissenschaft in einer vorsorgenden Gesellschaft Von Heike Egner, Martin Schmid (Hrsg.) oekom CY - München DA - 2012/// PY - 2012 LA - de-DE PB - oekom verlag Y2 - 2021/05/04/19:46:32 L2 - files/20026/jenseits-traditioneller-wissenschaft-zur-rolle-von-wissenschaft-in-einer-vorsorgenden-gesellsch.html ER - TY - CHAP TI - Operationalising competencies in higher education for sustainable development AU - Wiek, Arnim AU - Bernstein, Michael AU - Foley, Rider AU - Cohen, Matthew AU - Forrest, Nigel AU - Kuzdas, Christopher AU - Kay, Braden AU - Keeler, Lauren T2 - Handbook of Higher Education for Sustainable Development A2 - Barth, M. A2 - Michelsen, Gerd A2 - Rieckmann, Marco A2 - Thomas, I. CY - London, New York DA - 2016/01/01/ PY - 2016 DP - ResearchGate SP - 241 EP - 260 PB - Routledge ST - Wiek A, Bernstein MJ, Foley RW, Cohen M, Forrest N, Kuzdas C, Kay B, Withycombe Keeler, L (2016) Operationalising Competencies in Higher Education for Sustainable Development. In Barth M, Michelsen G, Rieckmann M, Thomas I (Eds.) Routledge Handbook of Higher Education for Sustainable Development, pp. 241-260. Routledge L1 - files/20027/Wiek et al_2016_Operationalising competencies in higher education for sustainable development.pdf L4 - https://www.researchgate.net/publication/283295405_Wiek_A_Bernstein_MJ_Foley_RW_Cohen_M_Forrest_N_Kuzdas_C_Kay_B_Withycombe_Keeler_L_2016_Operationalising_Competencies_in_Higher_Education_for_Sustainable_Development_In_Barth_M_Michelsen_G_Rieckmann_M_ ER - TY - CHAP TI - Reallabore als Quelle für die Methodik transdisziplinären und transformativen Forschens – eine Einführung AU - Defila, Rico AU - Di Giulio, Antonietta T2 - Transdisziplinär und transformativ forschen: Eine Methodensammlung A2 - Di Giulio, Antonietta A2 - Defila, Rico AB - Der Beitrag erläutert Kontext, Ziel, Entstehung und Aufbau des Buchs. Dessen Hintergrund bilden forschungspraktische Erfahrungen in Reallaboren, d. h. in Projekten, in denen transdisziplinär geforscht und gleichzeitig ein transformativer Anspruch verfolgt wird. Zu Beginn des Beitrags werden Kriterien vorgeschlagen, die erlauben, das Format Reallabor aus dem Kontext der Nachhaltigkeit herauszulösen, ohne es für beliebige Ziele zu öffnen. Der Hauptteil ist Fragen gewidmet, die von generellem Interesse sein dürften für solche Forschung innerhalb und außerhalb von Reallaboren: (1) Wer sind die an transdisziplinärer (und transformativer) Forschung partizipierenden Akteure? (2) Wie innovativ sind die bei einer solchen Forschung eingesetzten Methoden? (3) Können die Forschungsziele und die Praxisziele bei dieser Art Forschung ausbalanciert werden? Den Schluss bilden Überlegungen dazu, was sich aus den Erfahrungen in Reallaboren für die transdisziplinäre (und transformative) Forschung lernen lässt mit Blick auf das Verständnis von Partizipation und auf die Entwicklung von Methoden. CY - Wiesbaden DA - 2018/// PY - 2018 DP - Springer Link SP - 9 EP - 35 LA - de PB - Springer Fachmedien SN - 978-3-658-21530-9 UR - https://doi.org/10.1007/978-3-658-21530-9_1 Y2 - 2021/05/04/19:31:43 L1 - files/20029/Defila_Di Giulio_2018_Reallabore als Quelle für die Methodik transdisziplinären und transformativen.pdf KW - Nachhaltigkeit KW - Akteursvielfalt KW - Methoden KW - Methodik KW - Praxisakteure KW - Reallabore KW - transdisziplinäre Forschung KW - Transdisziplinarität KW - transformative Forschung KW - Wissenschaft und Gesellschaft ER - TY - JOUR TI - Content-based language teaching: Convergent concerns across divergent contexts AU - Lyster, Roy AU - Ballinger, Susan T2 - Language Teaching Research AB - This article serves as the introduction to this special issue of Language Teaching Research on content-based language teaching (CBLT). The article first provides an illustrative overview of the myriad contexts in which CBLT has been implemented and then homes in on the five studies comprising the special issue, each conducted in a distinct instructional setting: two-way Spanish—English immersion in the USA, English-medium ‘nature and society’ lessons taught at a middle school in China, English-medium math and science classes in Malaysian high schools, English-medium history classes in high schools in Spain, and ‘sheltered instruction’ classes for English language learners in US schools. In spite of such divergent contexts, the five studies converge to underscore the pivotal role played by teachers in CBLT and the concomitant need for professional development to support them in meeting some of the challenges specific to CBLT. DA - 2011/07/01/ PY - 2011 DO - 10.1177/1362168811401150 DP - SAGE Journals VL - 15 IS - 3 SP - 279 EP - 288 J2 - Language Teaching Research LA - en SN - 1362-1688 ST - Content-based language teaching UR - https://doi.org/10.1177/1362168811401150 Y2 - 2021/05/04/19:17:02 L1 - files/20032/Lyster_Ballinger_2011_Content-based language teaching.pdf KW - content and language integrated learning (CLIL) KW - content-based instruction KW - content-based language teaching (CBLT) KW - immersion ER - TY - RPRT TI - The logic of interdisciplinary studies AU - Mathison, Sandra AU - Freeman, Melissa T2 - Report Series 2.33 AB - This paper describes the arguments made for using interdisciplinary approaches in school curriculum. Specifically examined are the historical antecedents that inform discussions of interdisciplinary studies; how interdisciplinary studies are organized; whether differences exist across content areas; general assumptions made about teaching and learning; and how interdisciplinary studies are presumed to improve upon traditional approaches to school curriculum. The review focuses on frameworks, justifications, and reasons that may be built partly on empirical evidence and also on assumptions about teaching and learning not easily reduced to empirical facts. An extensive ERIC search was conducted. Following examination of these initial 150 documents, other relevant resources and bibliographies were examined. Additionally, an analysis of curriculum standards published by professional teaching organizations determined if justifications for interdisciplinary studies were provided in these documents. Coordinating disciplines has been a primary feature of curriculum planning since the turn of the century, but is seldom seen in modern schooling. Recently, however, research in cognition and projected demands from the 21st-century workplace have brought pressures for a more connected vision of the curriculum. Both brain response and higher-order thinking tasks were found to demand authentic, complex, multiple, and concrete problem-solving experiences. Many terms are used in the literature--core, interdisciplinary, fusion, integrated, cross-disciplinary, correlated, integrative, and trans-disciplinary. Three representations stand out: interdisciplinary, integrated, and integrative. All three approaches attempt to connect the student with the abstract world of disciplinary knowledge and the real world of experience. (Includes two tables of models; contains 124 references.) (NKA) CY - Albany DA - 1998/// PY - 1998 LA - en PB - National Research Center on English Learning and Achievement Y2 - 2021/05/04/19:09:37 L1 - files/20034/Mathison_Freeman_1998_The logic of interdisciplinary studies.pdf L2 - files/20033/eric.ed.gov.html KW - Curriculum Development KW - Interdisciplinary Approach KW - Critical Thinking KW - Educational History KW - Elementary Secondary Education KW - Integrated Curriculum KW - Literature Reviews KW - Models ER - TY - JOUR TI - Students’ experiences with/in integrated environmental studies programs in Ontario AU - Breunig, Mary AU - Murtell, Jocelyn AU - Russell, Constance T2 - Journal of Adventure Education and Outdoor Learning AB - In Canada there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of three case studies of Ontario ESPs indicate that program participation has ‘real world’ applications and creates a safe space for genuine dialogue and critical reflection, and that students experienced changes in environmental attitudes and behaviors as a result of program participation. These findings offer further documentation of the benefits of integrated ESPs, including increased student engagement, learning experiences that are practical and relevant to students’ lives, experiential learning that is memorable and opportunities for development of social and interpersonal skills. DA - 2015/10/02/ PY - 2015 DO - 10.1080/14729679.2014.955354 DP - Taylor and Francis+NEJM VL - 15 IS - 4 SP - 267 EP - 283 SN - 1472-9679 UR - https://doi.org/10.1080/14729679.2014.955354 Y2 - 2021/05/04/19:06:35 L1 - files/20036/Breunig et al_2015_Students’ experiences with-in integrated environmental studies programs in.pdf L2 - files/20035/14729679.2014.html KW - case-study research KW - environmental education KW - Ontario secondary schools ER - TY - JOUR TI - Interdisciplinary curricula in middle and high school classrooms: Case studies of approaches to curriculum and instruction AU - Applebee, Arthur N. AU - Adler, Mary AU - Flihan, Sheila T2 - American Educational Research Journal AB - This study examines 11 interdisciplinary teams involving 30 teachers and 542 students in New York and California. The teams represented an array of approaches to interdisciplinary curricula, ranging from simple correlation to major reconstrual of the contributing disciplines. Teams that engaged in the most reconstrual of traditional content also tended to use instructional approaches that emphasized cognitively engaging instruction, including an emphasis on envisionment-building activities and extended discussion of significant ideas, but individual members of teaching teams still varied considerably in teaching style. The study concludes that interdisciplinary coursework is neither a problem nor a solution in efforts to increase student achievement; rather, it involves a number of tradeoffs that need to be considered at the school site. DA - 2007/12/01/ PY - 2007 DO - 10.3102/0002831207308219 DP - SAGE Journals VL - 44 IS - 4 SP - 1002 EP - 1039 J2 - American Educational Research Journal LA - en SN - 0002-8312 ST - Interdisciplinary Curricula in Middle and High School Classrooms UR - https://doi.org/10.3102/0002831207308219 Y2 - 2021/05/04/19:03:26 L1 - files/20037/Applebee et al_2007_Interdisciplinary curricula in middle and high school classrooms.pdf KW - English KW - instruction KW - interdisciplinary curricula KW - social studies ER - TY - CHAP TI - Idea of the handbook AU - Hoffmann-Riem, Holger AU - Biber-Klemm, Susette AU - Grossenbacher-Mansuy, Walter AU - Hadorn, Gertrude Hirsch AU - Joye, Dominique AU - Pohl, Christian AU - Wiesmann, Urs AU - Zemp, Elisabeth T2 - Handbook of Transdisciplinary Research A2 - Hadorn, Gertrude Hirsch A2 - Hoffmann-Riem, Holger A2 - Biber-Klemm, Susette A2 - Grossenbacher-Mansuy, Walter A2 - Joye, Dominique A2 - Pohl, Christian A2 - Wiesmann, Urs A2 - Zemp, Elisabeth AB - Transdisciplinary orientations in research, education and institutions try to overcome the mismatch between knowledge production in academia, and knowledge requests for solving societal problems. Addressing societal knowledge demands by designing research processes in a transdisciplinary way has several major implications. It becomes necessary to transgress boundaries between different academic cultures, such as between the humanities and the natural sciences. Furthermore, researchers have to step into problem fields and engage in mutual learning with people in the life-world. In doing so, disciplinary standards of knowledge production are sacrificed. Therefore, it is necessary to develop a state of the art for transdisciplinary forms of research. This is best done by learning from experiences. The Handbook is intended to enable learning from exemplary experiences in research and to provide a more systematic account of some cross-cutting issues. This chapter describes the idea behind the Handbook and the contents of the Handbook. CY - Dordrecht DA - 2008/// PY - 2008 DP - Springer Link SP - 3 EP - 17 LA - en PB - Springer Netherlands SN - 978-1-4020-6699-3 UR - https://doi.org/10.1007/978-1-4020-6699-3_1 Y2 - 2021/05/04/18:50:48 L1 - files/20038/Hoffmann-Riem et al_2008_Idea of the handbook.pdf KW - Case studies KW - Networks KW - Cross-cutting Issues KW - Paradigm KW - Research programmes ER - TY - BOOK TI - Zivilisatorischer Fortschritt innerhalb planetarischer Leitplanken. Ein Beitrag zur SDG-Debatte A3 - WBGU DA - 2014/// PY - 2014 UR - https://www.wbgu.de/fileadmin/user_upload/wbgu/publikationen/politikpapiere/pp8_2014/wbgu_politikpapier_8.pdf Y2 - 2021/05/04/18:35:59 L1 - files/20039/WBGU_2014_Zivilisatorischer Fortschritt innerhalb planetarischer Leitplanken.pdf ER - TY - JOUR TI - From teaching citizenship to learning democracy: Overcoming individualism in research, policy and practice AU - Biesta, Gert AU - Lawy, Robert T2 - Cambridge Journal of Education AB - In this article we argue for a shift in educational research, policy and practice away from teaching citizenship to an understanding of the ways young people learn democracy. In the first part of the article we identify the ways in which the discussion about citizenship in Britain has developed since the Second World War and show how a comprehensive understanding of citizenship, which has underpinned much recent thinking about citizenship education, has been replaced by a more overtly individualistic approach. In the second part of the article we delineate the key problems of this individualistic approach and make a case for an approach to citizenship education that takes as its point of departure the actual learning that occurs in the real lives of young people. In the concluding section, we outline the implications of our view for research, policy and practice. DA - 2006/08/18/ PY - 2006 DO - 10.1080/03057640500490981 DP - ResearchGate VL - 36 IS - 1 SP - 63 EP - 79 J2 - Cambridge Journal of Education ST - From teaching citizenship to learning democracy L4 - https://www.researchgate.net/publication/238399827_From_teaching_citizenship_to_learning_democracy_Overcoming_individualism_in_research_policy_and_practice ER - TY - ENCYC TI - Philosophy of education AU - Phillips, D. AU - Siegel, H. T2 - Stanford Encyclopedia of Philosophy A2 - Zalta, E. N. CY - Stanford DA - 2013/// PY - 2013 PB - Stanford Center for the Study of Language and Information UR - https://plato.stanford.edu/archives/win2013/entries/education-philosophy/ Y2 - 2013/04/21/ L2 - files/25414/education-philosophy.html ER - TY - RPRT TI - Progress update of the international commission on the futures of education AU - International Commission on the Futures of Education DA - 2021/// PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000375746/ Y2 - 2021/05/04/18:05:04 L1 - files/26539/International Commission on the Futures of Education_2021_Progress update of the international commission on the futures of education.pdf L2 - files/20043/pf0000375746.html ER - TY - BOOK TI - Rethinking education: Towards a global common good? A3 - UNESCO CY - Paris DA - 2015/// PY - 2015 SN - 978-92-3-100088-1 UR - https://unesdoc.unesco.org/ark:/48223/pf0000232555 Y2 - 2021/05/04/17:55:04 L1 - files/25604/UNESCO_2015_Rethinking education.pdf L2 - files/20045/pf0000232555.html ER - TY - BOOK TI - ”Sustainable development? – Let us change concepts!“ Theoretical and practical contributions to the transformation of society, science, knowledge, and education from a geographer’s perspective AU - Keller, Lars CY - Innsbruck DA - 2017/// PY - 2017 ER - TY - JOUR TI - Trajectories of the earth system in the anthropocene AU - Steffen, Will AU - Rockström, Johan AU - Richardson, Katherine AU - Lenton, Timothy M. AU - Folke, Carl AU - Liverman, Diana AU - Summerhayes, Colin P. AU - Barnosky, Anthony D. AU - Cornell, Sarah E. AU - Crucifix, Michel AU - Donges, Jonathan F. AU - Fetzer, Ingo AU - Lade, Steven J. AU - Scheffer, Marten AU - Winkelmann, Ricarda AU - Schellnhuber, Hans Joachim T2 - Proceedings of the National Academy of Sciences AB - We explore the risk that self-reinforcing feedbacks could push the Earth System toward a planetary threshold that, if crossed, could prevent stabilization of the climate at intermediate temperature rises and cause continued warming on a “Hothouse Earth” pathway even as human emissions are reduced. Crossing the threshold would lead to a much higher global average temperature than any interglacial in the past 1.2 million years and to sea levels significantly higher than at any time in the Holocene. We examine the evidence that such a threshold might exist and where it might be. If the threshold is crossed, the resulting trajectory would likely cause serious disruptions to ecosystems, society, and economies. Collective human action is required to steer the Earth System away from a potential threshold and stabilize it in a habitable interglacial-like state. Such action entails stewardship of the entire Earth System—biosphere, climate, and societies—and could include decarbonization of the global economy, enhancement of biosphere carbon sinks, behavioral changes, technological innovations, new governance arrangements, and transformed social values. DA - 2018/08/14/ PY - 2018 DO - 10.1073/pnas.1810141115 DP - DOI.org (Crossref) VL - 115 IS - 33 SP - 8252 EP - 8259 J2 - Proc Natl Acad Sci USA LA - en SN - 0027-8424, 1091-6490 Y2 - 2021/05/04/16:02:07 L1 - files/19925/Steffen et al_2018_Trajectories of the earth system in the anthropocene.pdf ER - TY - JOUR TI - Infrastructure in the anthropocene: Example of information and communication technology AU - Allenby, Brad T2 - Journal of Infrastructure Systems DA - 2004/09/01/ PY - 2004 DO - 10.1061/(ASCE)1076-0342(2004)10:3(79) DP - asu.pure.elsevier.com VL - 10 IS - 3 SP - 79 EP - 86 J2 - Journal of Infrastructure Systems - ASCE LA - English (US) SN - 1076-0342 ST - Infrastructure in the anthropocene Y2 - 2021/05/04/15:41:18 L2 - files/19926/infrastructure-in-the-anthropocene-example-of-information-and-com.html ER - TY - JOUR TI - The ‘Anthropocene’ AU - Crutzen, P. J. AU - Stoermer, E. F. T2 - Global Change Newsletter DA - 2000/// PY - 2000 VL - 41 SP - 17 EP - 18 UR - http://www.igbp.net/download/18.316f18321323470177580001401/1376383088452/NL41.pdf L1 - files/24750/Crutzen_Stoermer_2000_The ‘Anthropocene’.pdf L4 - http://www.igbp.net/download/18.316f18321323470177580001401/1376383088452/NL41.pdf ER - TY - JOUR TI - The anthropocene: Are humans now overwhelming the great forces of nature? AU - Steffen, Will AU - Crutzen, Paul J. AU - McNeill, John R. T2 - Ambio AB - We explore the development of the Anthropocene, the current epoch in which humans and our societies have become a global geophysical force. The Anthropocene began around 1800 with the onset of industrialization, the central feature of which was the enormous expansion in the use of fossil fuels. We use atmospheric carbon dioxide concentration as a single, simple indicator to track the progression of the Anthropocene. From a preindustrial value of 270-275 ppm, atmospheric carbon dioxide had risen to about 310 ppm by 1950. Since then the human enterprise has experienced a remarkable explosion, the Great Acceleration, with significant consequences for Earth System functioning. Atmospheric CO₂ concentration has risen from 310 to 380 ppm since 1950, with about half of the total rise since the preindustrial era occurring in just the last 30 years. The Great Acceleration is reaching criticality. Whatever unfolds, the next few decades will surely be a tipping point in the evolution of the Anthropocene. DA - 2007/// PY - 2007 DO - 10.1579/0044-7447(2007)36[614:TAAHNO]2.0.CO;2 DP - JSTOR VL - 36 IS - 8 SP - 614 EP - 621 SN - 0044-7447 ST - The Anthropocene Y2 - 2021/05/04/15:21:50 ER - TY - GEN TI - Positionspapier zum Bildungszusammenhang SDG4 AU - Keller, Lars AU - Rauch, Franz AU - Weberhofer, Caroline DA - 2019/// PY - 2019 LA - de-DE UR - https://www.uninetz.at/beitraege/sdg-4-positionspapier-zum-bildungszusammenhang Y2 - 2021/05/04/10:56:04 L2 - files/19927/sdg-4-positionenpapier.html ER - TY - JOUR TI - Grand Challenges – Wesen und Abgrenzungen AU - Mertens, Peter AU - Barbian, Dina T2 - Informatik-Spektrum AB - In vielen Disziplinen von Wissenschaft und Technik gibt es Versuche, die so genannten ,,Grand Challenges“ (GC) zu identifizieren und dazu einen gewissen Konsens in der Fachgemeinschaft herzustellen. Wir legten eine Sammlung von Beispielen aus der Literatur an und filterten die gemeinsamen Merkmale (Definition, Abgrenzungen, Nutzen) heraus. Wir skizzieren einige Beispiele aus verschiedenen Fächern, die als Vorbilder für GC in der Informatik dienen können. DA - 2015/08/01/ PY - 2015 DO - 10.1007/s00287-015-0897-6 DP - Springer Link VL - 38 IS - 4 SP - 264 EP - 268 J2 - Informatik Spektrum LA - de SN - 1432-122X UR - https://doi.org/10.1007/s00287-015-0897-6 Y2 - 2021/05/04/10:39:03 L1 - files/19928/Mertens_Barbian_2015_Grand Challenges – Wesen und Abgrenzungen.pdf ER - TY - JOUR TI - Labs in the real world: Advancing transdisciplinary research and sustainability transformation: Mapping the field and emerging lines of inquiry AU - Schäpke, Niko AU - Bergmann, Matthias AU - Stelzer, Franziska AU - Lang, Daniel J. AU - Guest Editors T2 - GAIA - Ecological Perspectives for Science and Society AB - There is a strong trend towards research in society-based laboratories, especially in relation to sustainability. Semantic analysis reveals related discourses and emerging lines of inquiry, namely transformative potential, transdisciplinarity and learning. Real-world laboratories are a dynamic example of this research. Contributions of how to deepen and broaden their analysis are presented. DA - 2018/01/01/ PY - 2018 DO - 10.14512/gaia.27.S1.4 DP - DOI.org (Crossref) VL - 27 IS - 1 SP - 8 EP - 11 (4) J2 - GAIA - Ecological Perspectives for Science and Society LA - en SN - 0940-5550 ST - Labs in the Real World Y2 - 2021/05/04/10:34:24 ER - TY - JOUR TI - Sammelbesprechung: Transdisziplinäre und transformative Forschung: Reallabore in der Praxis AU - Bührmann, Andrea D. AU - Franke, Yvonne T2 - Forum Qualitative Sozialforschung / Forum: Qualitative Social Research AB - Social laboratories for testing policy instruments in the public space have become increasingly popular over the last decade. In the volumes reviewed here, the authors evaluated a series of social laboratories initiated in Baden-Wurttemberg. Both volumes present in detail a variety of transdisciplinary and transformative research methods applicable in social laboratories (and more generally in transdisciplinary and transformative research projects). The authors sought to link methodological questions with broader theoretical concerns. The compilations are of interest for the qualitative research community since they present innovative participatory research methods, the vast majority of which are grounded in the qualitative research paradigm. DA - 2020/09/28/ PY - 2020 DO - 10.17169/fqs-21.3.3605 DP - www.qualitative-research.net VL - 21 IS - 3 J2 - FQS LA - de SN - 1438-5627 ST - Sammelbesprechung Y2 - 2021/05/04/10:18:38 L1 - files/19933/Bührmann_Franke_2020_Sammelbesprechung.pdf L2 - files/19932/3605.html KW - transdisciplinarity KW - sustainability KW - knowledge fairs KW - living labs KW - real world experiments KW - social labs KW - transdisciplinary vision workshop KW - transformative research KW - transformative/project-based learning ER - TY - RPRT TI - Transforming our world: The 2030 agenda for sustainable development AU - United Nations General Assembly CY - New York DA - 2015/// PY - 2015 DP - Zotero LA - en SN - A/RES/70/1 UR - https://www.un.org/en/development/desa/population/migration/generalassembly/docs/globalcompact/A_RES_70_1_E.pdf Y2 - 2022/03/17/ L1 - files/19934/United Nations General Assembly_2015_Transforming our world.pdf ER - TY - BOOK TI - Umgang mit Umweltsystemen AU - Frischknecht, P. M. AU - Schmied, B. T2 - Hochschulschriften zur Nachhaltigkeit CY - München DA - 2002/// PY - 2002 M1 - 2 PB - oekom verlag SN - 3-928244-97-3 Y2 - 2021/05/04/09:53:34 L2 - files/19935/scholar_lookup.html ER - TY - JOUR TI - Integrating research and teaching on innovation for sustainable development AU - Posch, Alfred AU - Steiner, Gerald T2 - International Journal of Sustainability in Higher Education DA - 2006/07// PY - 2006 DO - 10.1108/14676370610677847 DP - DOI.org (Crossref) VL - 7 IS - 3 SP - 276 EP - 292 J2 - Int J of Sus in Higher Ed LA - en SN - 1467-6370 Y2 - 2021/05/04/08:34:42 ER - TY - JOUR TI - The real type and ideal type of transdisciplinary processes: Part II – What constraints and obstacles do we meet in practice? AU - Scholz, Roland AU - Steiner, Gerald T2 - Sustainability Science AB - This paper builds on the theoretical foundation outlined in Part I (‘The real type and ideal type of transdisciplinary processes: part I—theoretical foundations’) which is included in the same special feature. Mode 2 transdisciplinarity processes are characterized as processes that relate or integrate problem-oriented interdisciplinary research with knowledge generated in a multi-stakeholder approach with the objective to develop socially robust orientations, for instance, on sustainable transitioning. In practice, transdisciplinary processes may have different functions (i.e., societal capacity building, consensus building, analytic mediation, and legitimization). Practitioners and scientists may follow different interests. And we may distinguish between different types of knowledge integration (including different perspectives, modes of thoughts or cultures). Thus, the reality of transdisciplinarity processes may become a very complex and ambitious venture whose multiple objectives are difficult to realize in practice. This paper reviews the existing challenges, obstacles, and constraints of transdisciplinary processes. This review refers to 41 mid- and large-scale transdisciplinary studies run by members of the ITdNet at seven universities on sustainable transitions of urban and regional systems, organizations, and policy processes. A comprehensive table can be used as a checklist for identifying and coping with constraints and obstacles of transdisciplinary processes in practice. The discussion identifies the main challenges for the future development of transdisciplinarity’s theory and practice, including linking Mode 1 transdisciplinarity (i.e., the relating of disciplinary causation for which no interdisciplinarity is possible by merging concepts and methods) and Mode 2 transdisciplinarity, which targets sustainable knowledge and action for system transitioning. DA - 2015/08/22/ PY - 2015 DO - 10.1007/s11625-015-0327-3 DP - ResearchGate VL - 10 IS - 4 SP - 653 EP - 671 J2 - Sustainability Science ST - The real type and ideal type of transdisciplinary processes L1 - files/19936/Scholz_Steiner_2015_The real type and ideal type of transdisciplinary processes.pdf L4 - https://www.researchgate.net/publication/280832110_The_real_type_and_ideal_type_of_transdisciplinary_processes_Part_II_-_What_constraints_and_obstacles_do_we_meet_in_practice ER - TY - JOUR TI - Opening up knowledge systems for better responses to global environmental change AU - Cornell, S. AU - Berkhout, F, AU - Tuinstra, W. AU - Tàbara, J. D. AU - Jäger, J. AU - Chabay, I. AU - de Wit, B. AU - Langlais, R. AU - Mills, D. AU - Moll, P. AU - Otto, I. M. AU - Petersen, A. AU - Pohl, C. AU - van Kerkhoff, L. T2 - Environmental Science and Policy DA - 2013/// PY - 2013 DO - 10.1016/j.envsci.2012.11.008. IS - 28 SP - 60 EP - 70 LA - en Y2 - 2021/05/04/08:08:55 L2 - files/19938/opening-knowledge-systems-better-responses-global-environmental-change.html ER - TY - BOOK TI - Transformative Wissenschaft: Klimawandel im deutschen Wissenschafts- und Hochschulsystem AU - Schneidewind, Uwe AU - Singer-Brodowski, Mandy DA - 2014/// PY - 2014 ET - 2. aktualisierte Auflage PB - Metropolis Y2 - 2021/05/04/08:02:45 L2 - files/19939/book.html ER - TY - BOOK TI - Philosophy of science after feminism AU - Kourany, Janet A. AB - In this monograph Janet A. Kourany argues for a philosophy of science more socially engaged and socially responsible than the philosophy of science we have now. The central questions feminist scientists, philosophers, and historians have been raising about science during the last three decadesform Kourany's point of departure and her response to these questions builds on their insights. This way of approaching science differs from mainstream philosophy of science in two crucial respects: it locates science within its wider societal context rather than treating science as if it existed ina social, political, and economic vacuum; and it points the way to a more comprehensive understanding of scientific rationality, one that integrates the ethical with the epistemic. Kourany develops her particular response, dubbed by her the ideal of socially responsible science, beyond thegender-related questions and contexts that form its origins and she defends it against a variety of challenges, epistemological, historical, sociological, economic, and political. She ends by displaying the important new directions philosophy of science can take and the impressive new rolesphilosophers of science can fill with the approach to science she offers. CY - Oxford ; New York DA - 2010/10/28/ PY - 2010 DP - Amazon ET - 1. Edition SP - 168 LA - Englisch PB - Oxford University Press SN - 978-0-19-973261-6 L2 - https://www.amazon.com/Philosophy-Science-Feminism-Studies-Feminist/dp/0199732612 ER - TY - JOUR TI - Education for sustainable society: Attainments and good practices in Sweden during the United Nations Decade for Education for Sustainable Development (UNDESD) AU - Cars, Mikiko AU - West, Emma E. T2 - Environment, Development and Sustainability AB - Education is an indispensable social component and a powerful tool to develop a peaceful and sustainable society. Global policy frameworks are coupled with national policy frameworks to facilitate strategic use of education to promote sustainability. Sweden is one of the countries that has actively aligned with the global framework and has been successful in introducing Education for Sustainable Development (ESD) into formal education through its inclusion in the curricula and through new approaches toward learning and teaching. This article is based on document analysis attempting to review ESD policy implementation and to highlight Sweden’s contribution to the global framework of ESD. It provides a comprehensive review of ESD discourse and its international policy framework, followed by an analysis of evolution of environmental education then ESD in Sweden. Three initiatives at the primary school level that promote ESD are presented as distinctive examples from Sweden demonstrating instrumental use of education toward sustainable development of the society while assessing the challenges and future prospects. As the United Nations Decade for Sustainable Development and Millennium Development Goals comes to an end in November 2014 and 2015, respectively, it is imperative that the concept of is revisited and good practices in the realm of ESD are identified and shared. Research of this nature locates effective practices of ESD and broadens our understanding of how ESD is implemented and adopted hybridizing with local socio-cultural tradition. DA - 2015/02/01/ PY - 2015 DO - 10.1007/s10668-014-9537-6 DP - Springer Link VL - 17 IS - 1 SP - 1 EP - 21 J2 - Environ Dev Sustain LA - en SN - 1573-2975 ST - Education for sustainable society UR - https://doi.org/10.1007/s10668-014-9537-6 Y2 - 2021/05/04/07:49:16 L1 - files/19941/Cars_West_2015_Education for sustainable society.pdf ER - TY - BOOK TI - The bridge at the edge of the world: Capitalism, the environment, and crossing from crisis to sustainability AU - Speth, James Gustave AB - “My point of departure in this book is the momentous environmental challenge we face. But today’s environmental reality is linked powerfully with other realities, including growing social inequality and neglect and the erosion of democratic governance and popular control. . . . As citizens we must now mobilize our spiritual and political resources for transformative change on all three fronts.”—Gus Speth How serious are the threats to our environment? Here is one measure of the problem: if we continue to do exactly what we are doing, with no growth in the human population or the world economy, the world in the latter part of this century will be unfit to live in. Of course human activities are not holding at current levels—they are accelerating, dramatically—and so, too, is the pace of climate disruption, biotic impoverishment, and toxification. In this book Gus Speth, author of Red Sky at Morning and a widely respected environmentalist, begins with the observation that the environmental community has grown in strength and sophistication, but the environment has continued to decline, to the point that we are now at the edge of catastrophe.Speth contends that this situation is a severe indictment of the economic and political system we call modern capitalism. Our vital task is now to change the operating instructions for today’s destructive world economy before it is too late. The book is about how to do that. CY - New Haven DA - 2008/// PY - 2008 DP - Amazon SP - 320 LA - Englisch PB - Yale University Press SN - 978-0-300-15115-2 ST - The Bridge at the Edge of the World L2 - https://www.amazon.com/Bridge-Edge-World-Environment-Sustainability/dp/0300151152 ER - TY - JOUR TI - Rethinking social contracts: Building resilience in a changing climate AU - O'Brien, Karen AU - Hayward, Bronwyn AU - Berkes, Fikret T2 - Ecology and Society AB - "Social contracts play an important role in defining the reciprocal rights, obligations, and responsibilities between states and citizens. Climate change is creating new challenges for both states and citizens, inevitably forcing a rethinking of existing and evolving social contracts. In particular, the social arrangements that enhance the well-being and security of both present and future generations are likely to undergo dramatic transformations in response to ecosystem changes, more extreme weather events, and the consequences of social–ecological changes in distant locations. The types of social contracts that evolve in the face of a changing climate will have considerable implications for adaptation policies and processes. We consider how a resilience approach can contribute to new social contracts in the face of uncertainty and change. Examples from Norway, New Zealand, and Canada show how resilience thinking provides a new way of looking at social contracts, emphasizing the dynamics, links, and complexity of coupled social–ecological systems. Resilience thinking provides valuable insights on the characteristics of a new social contract, and social contract theory provides some insights on creating resilience and human security in a warming world." DA - 2009/12/01/ PY - 2009 DO - 10.5751/ES-03027-140212 DP - ResearchGate VL - 14.2 IS - 12 J2 - Ecology and Society ST - Rethinking Social Contracts L1 - files/19943/O'Brien et al_2009_Rethinking social contracts.pdf L4 - https://www.researchgate.net/publication/42766221_Rethinking_Social_Contracts_Building_Resilience_in_a_Changing_Climate ER - TY - BOOK TI - Pedagogy of the oppressed AU - Freire, Paulo AB - First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world. Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm.With a substantive new introduction on Freire's life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come. CY - New York DA - 2000/09/01/ PY - 2000 DP - Amazon SP - 183 LA - Englisch PB - Continuum SN - 978-0-8264-1276-8 L2 - https://www.amazon.com/Pedagogy-Oppressed-Anniversary-Paulo-Freire/dp/0826412769 ER - TY - JOUR TI - Creating social change: The ultimate goal of education for sustainability AU - Sharma, Rashika AU - Monteiro, Sylila T2 - International Journal of Social Science and Humanity DA - 2016/01/01/ PY - 2016 DO - 10.7763/IJSSH.2016.V6.621 DP - ResearchGate VL - 6 IS - 1 SP - 72 EP - 76 J2 - International Journal of Social Science and Humanity ST - Creating Social Change L4 - https://www.researchgate.net/publication/279270334_Creating_Social_Change_The_Ultimate_Goal_of_Education_for_Sustainability ER - TY - JOUR TI - Critical thinking as room for subjectification in education for sustainable development AU - Hasslöf, Helen AU - Malmberg, Claes T2 - Environmental Education Research AB - Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat. DA - 2015/02/17/ PY - 2015 DO - 10.1080/13504622.2014.940854 DP - ResearchGate VL - 21 IS - 2 SP - 239 EP - 255 J2 - Environmental Education Research L1 - files/19947/Hasslöf_Malmberg_2015_Critical thinking as room for subjectification in education for sustainable.pdf L4 - https://www.researchgate.net/publication/271224387_Critical_thinking_as_room_for_subjectification_in_Education_for_Sustainable_Development ER - TY - CHAP TI - Sustainable development as a world-view: Implications for education AU - Pavlova, Margarita AU - Lomakina, Tatiana T2 - Sociological and Philosophical Perspectives on Education in the Asia-Pacific Region A2 - Lam, Chi-Ming A2 - Park, Jae T3 - Education in the Asia-Pacific Region: Issues, Concerns and Prospects AB - The normative philosophy of education has been argued by many (e.g. Brezinka (Philosophy of Educational Knowledge (trans: Brice JS, Eshelman R). Springer, Dordrecht, 1978/1992)) as the most important branch in the field of philosophy of education, as it sets aims for education, makes recommendations on the means and justifies them. The historical development of the normative philosophy of education goes back to the nineteenth century when attempts were made to establish a secular school system (Durkheim (Moral Education. The Free Press, New York, 1973)). Normative philosophy contains value judgments and normative statements based on a certain world-view and moral point of view. The objective is not only to investigate human behaviour but also to guide it. Educational aims express something that is desirable, such as abilities, competencies and virtues that should be acquired.This chapter refers to ideas of sustainable development and argues that its conceptualisation within the ethics of weak anthropocentrism – the environmental ethic that promotes the mutual flourishing of human and non-human nature (Pavlova 2009a) – provides a world-view and a moral stand that can be used by the normative philosophy of education for formulating objectives, and approaches to, education. With Russia as an example, where sustainable development was positioned as a world-view that formulates basic premises about humanity and the world, this chapter demonstrates that at the level of educational policy these dispositions have not been fully accepted. CY - Singapore DA - 2016/// PY - 2016 DP - Springer Link SP - 37 EP - 50 LA - en PB - Springer SN - 978-981-287-940-0 ST - Sustainable Development as a World-view UR - https://doi.org/10.1007/978-981-287-940-0_4 Y2 - 2021/05/04/07:20:22 KW - Sustainable Development KW - Ecological Culture KW - Environmental Education KW - Environmental Ethic KW - Transformative Education ER - TY - BOOK TI - Philosophical, ideological, and theoretical perspectives on education AU - Gutek, Gerald L. AB - Philosophical, Ideological, and Theoretical Perspectives on Education, 2nd Edition CY - Boston DA - 2014/// PY - 2014 ET - 2. Auflage LA - en PB - Pearson Y2 - 2021/05/04/07:16:11 L2 - files/19949/PGM275586.html ER - TY - BOOK TI - Philosophy of education: An anthology T2 - Blackwell philosophy anthologies A3 - Curren, Randall AB - Philosophy of Education: An Anthology brings together the essential historical and contemporary readings in the philosophy of education. The readings have been selected for their philosophical merit, their focus on important aspects of educational practice and their readability. Includes classic pieces by Plato, Aristotle, Isocrates, Locke, Rousseau, Mill, and Dewey. Addresses topical issues such as teacher professionalism and accountability, the commercialization of schooling, multicultural education, and parental choice. CY - Malden DA - 2007/// PY - 2007 DP - Amazon ET - 1. Edition SP - 608 LA - Englisch PB - Wiley-Blackwell SN - 978-1-4051-3023-3 ST - Philosophy of Education L2 - https://www.amazon.com/Philosophy-Education-Anthology-Randall-Curren/dp/1405130237 ER - TY - ELEC TI - Allianz Nachhaltige Universitäten in Österreich AU - Allianz Nachhaltige Universitäten in Österreich UR - https://www.nachhaltigeuniversitaeten.at/ Y2 - 2021/05/06/19:28:52 L2 - files/20243/nachhaltigeuniversitaeten.at.html ER - TY - ELEC TI - k.i.d.Z.21 AU - k.i.d.Z.21 LA - de-DE UR - https://www.kidz.ccca.ac.at/kidz21/ Y2 - 2021/05/06/20:04:21 L2 - files/20234/kidz21.html ER - TY - ELEC TI - Public engagement AU - Center for Academic Innovation (University of Michigan) UR - https://ai.umich.edu/public-engagement/ Y2 - 2021/05/06/19:59:22 L2 - files/20235/public-engagement.html ER - TY - ELEC TI - SynSICRIS AU - Universität Kassel T2 - Leistungen der Forschung für Praxis und Gesellschaft erfassbar machen UR - https://www.uni-kassel.de/forschung/synsicris/startseite Y2 - 2021/05/06/19:57:40 L2 - files/20236/startseite.html ER - TY - ELEC TI - k.i.d.Z.21_aCtiOn2 AU - k.i.d.Z.21_aCtiOn2 LA - de-DE UR - https://kidz.ccca.ac.at/kidz21_action2/ Y2 - 2021/05/05/15:20:18 L2 - files/19979/kidz21_action2.html ER - TY - ELEC TI - Schulen & Kindergärten AU - Verband der Naturparke Österreichs AB - Naturpark-Schulen und -Kindergärten fördern das Verständnis für die Natur, schaffen ein ökologisches Bewusstsein und eine emotionale Bindung. LA - de UR - https://www.naturparke.at/schulen-kindergaerten/ Y2 - 2021/05/06/19:35:47 L2 - files/20238/schulen-kindergaerten.html ER - TY - ELEC TI - Biosphärenpark Schulen AU - UNESCO Biosphärenpark Management Lungau AB - Wissensvermittlung und Bewusstseinsbildung in den Biosphärenpark Partnerschulen im Lungau. Um mit dem Prädikat "Biosphärenparkschule" ausgezeichnet zu werden, muss das Schulprofil mit den Inhalten, Zielen und […] LA - de-DE UR - https://www.biosphaerenpark.eu/biosphaerenpark/partner/schulen/ Y2 - 2021/05/06/19:35:09 L2 - files/20239/schulen.html ER - TY - ELEC TI - Ökolog AU - Ökolog UR - https://www.oekolog.at/ Y2 - 2021/05/06/19:33:44 L2 - files/20240/www.oekolog.at.html ER - TY - ELEC TI - Environment and School Initiatives (ENSI) AU - Environment and School Initiatives UR - https://www.ensi.org/ Y2 - 2021/05/06/19:32:24 L2 - files/20241/www.ensi.org.html ER - TY - ELEC TI - COPERNICUS Alliance AU - COPERNICUS Alliance UR - https://www.copernicus-alliance.org/ Y2 - 2021/05/06/19:31:51 L2 - files/20242/www.copernicus-alliance.org.html ER - TY - ELEC TI - Bildung für Nachhaltige Entwicklung AU - BMBWF DA - 2019/// PY - 2019 LA - de UR - https://www.bmbwf.gv.at/Themen/schule/schulpraxis/ba/bine.html Y2 - 2021/05/06/19:14:53 L2 - files/19952/bine.html ER - TY - RPRT TI - Aktionsplan für einen wettbewerbsfähigen Forschungsraum AU - BMWFW CY - Wien DA - 2015/// PY - 2015 PB - Bundesministerium für Wissenschaft, Forschung und Wirtschaft UR - https://era.gv.at/public/documents/2424/0_20150225_Forschungsaktionsplan.pdf Y2 - 2021/05/06/19:07:24 L1 - files/19953/BMWFW_2015_Aktionsplan für einen wettbewerbsfähigen Forschungsraum.pdf ER - TY - RPRT TI - Grundsatzerlass Umweltbildung für nachhaltige Entwicklung AU - BMBF DA - 2014/// PY - 2014 LA - de PB - Bundesministerium für Bildung und Frauen UR - https://www.bmbwf.gv.at/Themen/schule/schulrecht/rs/1997-2017/2014_20.html Y2 - 2021/05/05/10:20:33 L1 - files/26541/BMBF_2014_Grundsatzerlass Umweltbildung für nachhaltige Entwicklung.pdf L2 - files/20001/2014_20.html ER - TY - RPRT TI - Bundesländerübergreifender BildungsRahmenPlan für elementare Bildungseinrichtungen in Österreich AU - BMBWF DA - 2020a PY - 2020a PB - Bundesministerium für Bildung, Wissenschaft und Forschung UR - https://www.bmbwf.gv.at/dam/jcr:c5ac2d1b-9f83-4275-a96b-40a93246223b/200710_Elementarp%C3%A4dagogik_Publikation_A4_WEB.pdf Y2 - 2021/05/05/10:20:33 L1 - files/25492/BMBWF_2020_Bundesländerübergreifender BildungsRahmenPlan für elementare.pdf ER - TY - RPRT TI - Österreichische Strategie "Bildung für nachhaltige Entwicklung" AU - BMLFUW AU - BMUKK AU - BMWF DA - 2008/// PY - 2008 PB - Bundesministerium für Land- und Forstwirtschaft, Umwelt und Wasserwirtschaft; Bundesministerium für Unterricht, Kunst und Kultur; Bundesministerium für Wissenschaft und Forschung UR - https://www.ubz-stmk.at/fileadmin/ubz/upload/Downloads/nachhaltigkeit/Oesterr-BINE-Strategie.pdf Y2 - 2021/05/06/18:44:58 L1 - files/19954/BMLFUW et al_2008_Österreichische Strategie Bildung für nachhaltige Entwicklung.pdf ER - TY - RPRT TI - Unterrichtsprinzip Politische Bildung, Grundsatzerlass 2015 AU - BMBF DA - 2015/// PY - 2015 LA - de PB - Bundesministerium für Bildung und Frauen UR - https://www.bmbwf.gv.at/Themen/schule/schulrecht/rs/1997-2017/2015_12.html Y2 - 2021/05/06/15:38:57 L1 - files/26535/BMBF_2015_Unterrichtsprinzip Politische Bildung, Grundsatzerlass 2015.pdf L2 - files/19955/2015_12.html ER - TY - RPRT TI - Der Gesamtösterreichische Universitätsentwicklungsplan 2022 - 2027 (GUEP) AU - BMBWF DA - 2020b PY - 2020b PB - Bundesministerium für Bildung, Wissenschaft und Forschung UR - https://www.bmbwf.gv.at/dam/jcr:b7701597-4219-42f3-9499-264dec94506e/GUEP%202022-2027_Aktualisiert_um_Statistik_final_bf.pdf L1 - files/25491/BMBWF_2020_Der Gesamtösterreichische Universitätsentwicklungsplan 2022 - 2027 (GUEP).pdf ER - TY - RPRT TI - Bericht der Bundesregierung zur Bildung für nachhaltige Entwicklung - 19. Legislaturperiode AU - BMBF DA - 2021/// PY - 2021 DP - DOI.org (Crossref) LA - de PB - Bundesministerium für Bildung und Forschung UR - https://www.bne-portal.de/bne/shareddocs/downloads/files/20210407_bne-bericht_breg21_kabinettvorlage_cps_bf.pdf?__blob=publicationFile&v=1 Y2 - 2021/05/05/12:33:13 L1 - files/19998/BMBF_2021_Bericht der Bundesregierung zur Bildung für nachhaltige Entwicklung - 19.pdf ER - TY - RPRT TI - Memorandum of Understanding zwischen dem Bundesministerium für Wissenschaft, Forschung und Wirtschaft, der Republik Österreich und Partnerinstitutionen aus Wissenschaft, Forschung, Bildung und Praxis über die Initiative ‚Mit der Gesellschaft im Dialog – Responsible Science‘ AU - Allianz für Responsible Science CY - Wien DA - 2015/// PY - 2015 PB - Bundesministerium für Wissenschaft, Forschung und Wirtschaft UR - http://144.65.132.57/wp-content/uploads/2015/08/MoU_Responsible-Science.pdf Y2 - 2021/05/05/18:20:14 L1 - files/19958/Allianz für Responsible Science_2015_Memorandum of Understanding zwischen dem Bundesministerium für Wissenschaft,.pdf ER - TY - CHAP TI - Strukturelle Einbettung von Nachhaltigkeit an Österreichischen Universitäten AU - Radinger-Peer, V. AU - Bohunovsky, L. T2 - Rigour and Relevance: Hochschulforschung im Spannungsfeld zwischen Methodenstrenge und Praxisrelevanz A2 - Pausits, A. A2 - Aichinger, R. A2 - Unger, M CY - Münster, New York DA - 2021/// PY - 2021 VL - 2 SP - 93 EP - 110 PB - Waxmann Verlag SN - 978-3-8309-9459-6 UR - https://doi.org/10.31244/9783830994596 ER - TY - BOOK TI - Higher education institutions and sustainable development. Implementing a whole-institution approach A3 - Rieckmann, Marco A3 - Bormann, I. CY - Basel DA - 2020/// PY - 2020 PB - Sustainability Special Issue Y2 - 2021/05/05/16:51:12 L2 - files/19959/2783.html ER - TY - CHAP TI - Addressing wicked problems through transdisciplinary research AU - Pohl, Christian AU - Truffer, Bernhard AU - Hirsch-Hadorn, Gertrude T2 - The Oxford Handbook of Interdisciplinarity A2 - Frodeman, Robert A2 - Thompson Klein, J. A2 - Pacheco, R. C. S. AB - "Addressing Wicked Problems through Transdisciplinary Research" published on by Oxford University Press. DA - 2017/01/26/ PY - 2017 ET - 2. Auflage SP - 319 EP - 331 LA - en PB - Oxdord University Press SN - 978-0-19-873352-2 Y2 - 2021/05/05/16:42:17 L2 - files/19960/oxfordhb-9780198733522-e-26.html ER - TY - BOOK TI - Learning to solve problems: A handbook for designing problem-solving learning environments AU - Jonassen, David H. AB - This book provides a comprehensive, up-to-date look at problem solving research and practice over the last fifteen years. The first chapter describes differences in types of problems, individual differences among problem-solvers, as well as the domain and context within which a problem is being... CY - New York DA - 2011/// PY - 2011 LA - en PB - Routledge ST - Learning to Solve Problems Y2 - 2021/05/05/16:29:07 L2 - files/19961/1101526143.html ER - TY - BOOK TI - New approaches to problem-based Learning: Revitalising your practice in higher education AU - Barrett, T. AU - Moore, S. AB - Problem-based learning (PBL) is a pedagogical approach that has the capacity to create vibrant and active learning environments in higher education. However, both experienced PBL practitioners and those new to PBL often find themselves looking for guidance on how to engage and energise a PBL curriculum. New Approaches to Problem-based Learning: Revitalising your Practice in Higher Education provides that guidance from a range of different, complementary perspectives. Leading practitioners in t CY - New York DA - 2011/// PY - 2011 LA - en PB - Routledge ST - New Approaches to Problem-based Learning Y2 - 2021/05/05/16:26:17 L2 - files/19962/9780415871495.html ER - TY - BOOK TI - Authentic learning experiences: A real-world approach to project-based learning AU - Laur, D. AB - Learn how to implement a real-world approach to project-based learning. Authentic learning experiences are created around genuine, outside audiences and meaningful purposes. They meet the Common Core, engage students in critical thinking and 21st Century learning, teach important skills such as research and collaboration, and improve student ... CY - Abingdon, New York DA - 2015/// PY - 2015 DP - www.alibris.co.uk LA - en PB - Routledge ST - Authentic Learning Experiences Y2 - 2021/05/05/16:18:39 L2 - files/19965/27504220.html ER - TY - BOOK TI - Introduction to problem-based learning AU - Moust, Jos AU - Bouhuijs, Peter AU - Schmidt, Henk AB - Are you a student about to enrol on a Problem-based Learning course? Or are you currently engaged in Problem-based Learning and want to get the most out of your course? Are you tutoring a course in Problem-based education? This book will help you understand this popular learning method. It enables students and teachers to experience the full potential of Problem-based Learning. Introduction to Problem-based Learning pays particular attention to the skills students need to operate within, as well as outside of Problem-based groups. DA - 2008/// PY - 2008 DP - Amazon ET - 1. Edition SP - 136 LA - Englisch PB - Routledge SN - 978-90-01-70730-9 L2 - https://www.amazon.com/Introduction-Problem-Based-Learning-Jos-Moust/dp/9001707300 ER - TY - BOOK TI - Enquiry and project based learning: Students, school and society A3 - Leat, David AB - Many teachers, schools, parents and community organisations feel that ‘standards’ education is not serving us well. It has proved ineffective at preparing many students for work, higher education and general wellbeing, nor does it keep students engaged and intrinsically motivated, capable of sustaining interest in education and learning. There is a supressed desire to transform educational outcomes, and enquiry based learning (EBL) and project based learning (PBL) are the prime candidat CY - London DA - 2017/// PY - 2017 LA - en PB - Routledge ST - Enquiry and Project Based Learning UR - https://doi.org/10.4324/9781315763309 Y2 - 2021/05/05/16:20:48 L2 - files/19964/9781138790179.html ER - TY - JOUR TI - Curriculum integration: Eroding the high ground of science as a school subject? AU - Venville, Grady J. AU - Wallace, John AU - Rennie, Léonie J. AU - Malone, John A. T2 - Studies in Science Education DA - 2002/01/01/ PY - 2002 DO - 10.1080/03057260208560177 DP - Taylor and Francis+NEJM VL - 37 IS - 1 SP - 43 EP - 83 SN - 0305-7267 ST - Curriculum Integration UR - https://doi.org/10.1080/03057260208560177 Y2 - 2021/05/05/16:13:48 L1 - files/19967/Venville et al_2002_Curriculum integration.pdf L2 - files/19966/03057260208560177.html ER - TY - JOUR TI - Creating interdisciplinary education within monodisciplinary structures: The art of managing interstitiality AU - Lindvig, Katrine AU - Lyall, Catherine AU - Meagher, Laura R. T2 - Studies in Higher Education AB - The literature on interdisciplinary higher education is influenced by two overall trends: one looks at the institutional level of specially designed interdisciplinary institutions, while the other assesses individual interdisciplinary educational activities. Much less attention is given to the processes of creating interdisciplinary education initiatives within traditional monodisciplinary universities. In this study, we thus explore how interdisciplinary education and teaching emerge and develop within universities that have little or no established infrastructure to support interdisciplinarity. Using qualitative data from a multi-part case study, we examine the development of diverse interdisciplinary educational efforts within a traditional faculty-structured university in order to map the ways in which interdisciplinary educational elements have been created, supported, challenged or even strengthened by pre-existing monodisciplinary structures. Drawing on theories from economics, literature studies and sociology of education, we conclude that creating interdisciplinary education in such settings demands skills that we define as the ‘art of managing interstitiality’. DA - 2019/02/01/ PY - 2019 DO - 10.1080/03075079.2017.1365358 DP - Taylor and Francis+NEJM VL - 44 IS - 2 SP - 347 EP - 360 SN - 0307-5079 ST - Creating interdisciplinary education within monodisciplinary structures UR - https://doi.org/10.1080/03075079.2017.1365358 Y2 - 2021/05/05/16:11:26 L1 - files/19969/Lindvig et al_2019_Creating interdisciplinary education within monodisciplinary structures.pdf L2 - files/19968/03075079.2017.html KW - higher education KW - faculty-structured university KW - Interdisciplinary activities KW - managing interstitiality KW - student pathways ER - TY - JOUR TI - Undertaking educational research following the introduction, implementation, evolution, and hybridization of constructivist instructional models in an Australian PBL high school AU - Hendry, Adam AU - Hays, Gavin AU - Challinor, Kurt AU - Lynch, Daniel T2 - Interdisciplinary Journal of Problem-Based Learning AB - The aim of this paper is to provide an overview of the introduction, implementation, evolution, hybridization, and initial research into the constructivist instructional models deployed within a secondary (high) school in Australia. A concomitant aim is to relate some of the consequences of whole school pedagogical change, which have included the implementation of project- and problem-based learning, the flipped classroom, and a derivative hybridized form, referred to here as “flipped PBL.” Moreover, after a decade of using constructivist approaches, we initiated educational research to better understand some of the effects of these changes and to explore the reasons behind the successful implementation of the models. While still in its infancy, the nature of this research and some of the preliminary findings are detailed here. DA - 2017/07/10/ PY - 2017 DO - 10.7771/1541-5015.1688 DP - DOI.org (Crossref) VL - 11 IS - 2 J2 - Interdisciplinary Journal of Problem-Based Learning LA - en SN - 1541-5015 UR - https://doi.org/10.7771/1541-5015.1688 Y2 - 2021/05/05/16:10:13 L1 - files/19970/Hendry et al_2017_Undertaking educational research following the introduction, implementation,.pdf ER - TY - JOUR TI - Transdisciplinary co-production of knowledge and sustainability transformations: Three generic mechanisms of impact generation AU - Schneider, Flurina AU - Giger, Markus AU - Harari, Nicole AU - Moser, Stephanie AU - Oberlack, Christoph AU - Providoli, Isabelle AU - Schmid, Leonie AU - Tribaldos, Theresa AU - Zimmermann, Anne T2 - Environmental Science & Policy AB - Transdisciplinary co-production of knowledge is widely credited with producing knowledge that can contribute to sustainability transformations, but there is little empirical evidence showing to what extent and through what mechanisms it is actually advancing sustainability. This article analyses how 31 transdisciplinary projects conceptualised the link between transdisciplinary co-production of knowledge and sustainability transformations, and as part of an institutional learning process explores what experiences projects garnered while implementing their theories of change. The research identified three generic conceptualisations of impact generation mechanisms: a) promoting systems, target, and transformation knowledge for more informed and equitable decision-making, b) fostering social learning for collective action, and c) enhancing competences for reflective leadership. It also identified seven different strategies through which the studied projects implemented these three generic mechanisms to induce sustainability transformations. Exploring potentials and limitations of the different mechanisms, the article concludes that the question is not which mechanisms or strategies are better than others, but in what situation and combination they might be most promising. DA - 2019/12/01/ PY - 2019 DO - 10.1016/j.envsci.2019.08.017 DP - ScienceDirect VL - 102 SP - 26 EP - 35 J2 - Environmental Science & Policy LA - en SN - 1462-9011 ST - Transdisciplinary co-production of knowledge and sustainability transformations Y2 - 2021/05/05/15:57:04 L1 - files/19972/Schneider et al_2019_Transdisciplinary co-production of knowledge and sustainability transformations.pdf L2 - files/19971/S1462901119303867.html KW - Pathways to impact KW - Research for development KW - Sustainability transformations KW - Theory of change KW - Transdisciplinary research ER - TY - BOOK TI - Partizipation und Schule: Perspektiven auf Teilhabe und Mitbestimmung von Kindern und Jugendlichen A3 - Gerhartz-Reiter, Sabine A3 - Reisenauer, Cathrin CY - Wiesbaden DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - de PB - Springer Fachmedien Wiesbaden SN - 978-3-658-29749-7 978-3-658-29750-3 ST - Partizipation und Schule UR - http://link.springer.com/10.1007/978-3-658-29750-3 Y2 - 2021/05/05/15:53:13 L1 - files/19973/Gerhartz-Reiter_Reisenauer_2020_Partizipation und Schule.pdf ER - TY - BOOK TI - Climate change 2021: The physical science basis. Contribution of working group I to the sixth assessment report of the Intergovernmental Panel on Climate Change AU - IPCC A3 - Masson-Delmotte, V. A3 - Zhai, P. A3 - Pirani, A. A3 - Connors, S. L. A3 - Péan, C. A3 - Berger, S. A3 - Chaud, N. A3 - Chen, Y. A3 - Goldfarb, L. A3 - Gomis, M. I. A3 - Huang, M. A3 - Leitzell, K. A3 - Lonnoy, E. A3 - Matthews, J. B. R. A3 - Maycock, T. K. A3 - Waterfield, T. A3 - Yelekçi, O. A3 - Yu, R. A3 - Zhou, B. DA - 2021/// PY - 2021 PB - Cambridge University Press UR - https://www.ipcc.ch/report/ar6/wg1/downloads/report/IPCC_AR6_WGI_Full_Report.pdf Y2 - 2021/05/05/15:42:45 L2 - files/19976/reports.html ER - TY - GEN TI - STARS 2.2 Technical-Manual AU - Association for the Advancement of Sustainability in Higher Education DA - 2019/// PY - 2019 UR - https://stars.aashe.org/wp-content/uploads/2019/07/STARS-2.2-Technical-Manual.pdf Y2 - 2021/05/05/15:12:40 L1 - files/19980/Association for the Advancement of Sustainability in Higher Education_2019_STARS 2.pdf ER - TY - GEN TI - Nachhaltigkeitsmanagement in außeruniversitären Forschungsorganisationen A2 - Fraunhofer-Gesellschaft A2 - Helmholtz-Gemeinschaft A2 - Leibniz-Gemeinschaft DA - 2016/// PY - 2016 PB - „Leitfaden Nachhaltigkeitsmanagement in außer-universitären Forschungsorganisationen“ (LeNa) UR - https://www.nachhaltig-forschen.de/fileadmin/user_upload/LeNa-Handreichung_final.pdf Y2 - 2021/05/05/15:04:00 L1 - files/19981/2016_Nachhaltigkeitsmanagement in außeruniversitären Forschungsorganisationen.pdf ER - TY - CHAP TI - SDG_04 Hochwertige Bildung AU - Keller, Lars AU - Rauch, Franz T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/SDG_04.pdf L1 - files/25608/Keller_Rauch_2021_SDG_04 Hochwertige Bildung.pdf ER - TY - JOUR TI - Barriers to innovation and sustainability in universities: An international comparison AU - Ávila, Lucas V. AU - Beuron, Thiago Antonio AU - Brandli, Luciana Londero AU - Damke, Luana Inês AU - Pereira, Rudiney Soares AU - Klein, Leander Luiz T2 - International Journal of Sustainability in Higher Education AB - Purpose Sustainability has become a global concern to deal with complex and unprecedent survival, social, political and peace issues. Higher education institutions play a key role in this transformation. This paper aims to conduct a comparative analysis by continents of innovation and sustainability barriers in universities. The document also offers opportunities and potential actions for universities to create initiatives to minimize barriers and move towards a sustainable future. Design/methodology/approach To carry out the study, 25 closed questions, composed of a five-point Likert scale, were applied to 283 university representatives (rectors, managers or specialists in the area of innovation and sustainability), to check the degree of application of the questionnaire. Findings From an exploratory statistical analysis, it was found that the main barriers were lacking of planning and focus, lacking of environmental committee, lacking of applicability and continuity of actions and resistance to changes. Among continents, Africa and Oceania presented the best innovation and sustainability indicators in universities. The main approach of this exploratory study on barriers in universities is as an international research, whose findings showed that several barriers currently prevent universities from getting involved in sustainable development efforts. However, as we debate sustainable development, which is gaining momentum, universities are supposed to move forward to overcome barriers for the sake of implementing goals and initiatives. In addition, universities must seize opportunities to contribute through innovation in teaching, research and initiatives to achieve the 17 sustainable development goals. Research limitations/implications This study has two main limitations: first, online research has involved professionals working in the field of sustainable development in higher education. Second, there were no interviews conducted to gather personal information with students and servers. However, the broad scope of the study and its strong international base provide important results that enable the design of an adequate profile of sustainability and innovation challenges that are currently found in universities. Practical implications The study showed that there is lack of knowledge management to connect science, technology, innovation and sustainability, to improve management conditions, innovate, make decisions, support initiatives, create incentives and control mechanisms. Trends suggest that future professional activities involve skills in dealing with complex problems, sometimes in careers and jobs yet to be created. Traditional teaching methods are generally only prepared for routine tasks and for existing jobs, thus requiring the creation of new approaches capable of stimulating creativity and autonomy, which are essential for the present and future demands of innovation and sustainability. Social implications The exploratory study on barriers in universities brings international research as main approach, which made it possible to check that several barriers currently prevent universities from getting involved in sustainable development efforts. However, as we debate sustainable development, which is gaining momentum, it is important that universities should move forward to overcome the barriers to implementation of goals and initiatives. In addition, universities should take advantage of opportunities to contribute through innovation in teaching, research and action to achieve the 17 sustainable development goals. Originality/value Developed countries are leaders in promoting sustainability, while developing or underdeveloped countries are laggards. In this approach, the study sought to verify the differences through a comparative analysis across continents. As for originality and innovation, this paper presents an international study in the view of specialists who respond based on the experience of their university. DA - 2019/01/01/ PY - 2019 DO - 10.1108/IJSHE-02-2019-0067 DP - Emerald Insight VL - 20 IS - 5 SP - 805 EP - 821 SN - 1467-6370 ST - Barriers to innovation and sustainability in universities UR - https://doi.org/10.1108/IJSHE-02-2019-0067 Y2 - 2021/05/05/14:55:55 L1 - files/19982/Ávila et al_2019_Barriers to innovation and sustainability in universities.pdf KW - Sustainable development KW - Innovation KW - Sustainability KW - Barriers to innovation and sustainability in universities KW - Universities ER - TY - JOUR TI - Strategien und Prozesse der Nachhaltigkeitsberichterstattung an Hochschulen in Deutschland AU - Azizi, Leyla AU - Sassen, Remmer T2 - Zeitschrift für Umweltpolitik & Umweltrecht AB - Für eine Analyse von Strategien und Prozessen der Nachhaltigkeitsberichterstattung an Hoch-schulen wurden insgesamt zwölf Interviews mit 14 Experten von elf deutschen Hochschulen, die bereits einen Nachhaltigkeitsbericht erstellt haben, durchgeführt. Die Interviews fanden zwischen dem 1.6.2016 und dem 31.7.2016 statt (vier Face-to-Face und acht telefonische In-terviews). Die inhaltsanalytischen Befunde zeigen unter anderem, dass kein einheitliches Nachhaltigkeitsverständnis vorliegt. Lediglich sieben von elf Hochschulen verfügen über eine klar abgegrenzte Nachhaltigkeitsstrategie oder entsprechende Leitlinien. Acht Hochschulen haben Nachhaltigkeits- oder Umweltziele definiert, die jedoch nicht immer operationalisiert wurden. Die meisten verantwortlichen Personen sind intrinsisch motiviert und haben mit di-versen Herausforderungen zu kämpfen (z.B. fehlende finanzielle oder personelle Ressourcen). Personell ist die Nachhaltigkeitsberichterstattung in den meisten Fällen in der Hochschulver-waltung bei einem Nachhaltigkeits- (sechs Hochschulen) oder Umweltbeauftragten (drei Hochschulen) verankert. Strategisch und prozessusal kann der Nachhaltigkeitsbericht einer-seits als Ergebnis von Nachhaltigkeitsaktivitäten entstehen und andererseits einen Wandel innerhalb der Hochschule hervorrufen und vorantreiben. Organisatorisch besteht zwar die Möglichkeit, dass die Berichterstattung als Bottom-Up-Prozess (eine Hochschule) eingeleitet und von Lehrstühlen, einzelnen Mitarbeitern oder von Studierenden getragen wird, jedoch gestaltet sich dieser Prozess bei den interviewten Hochschulen weit überwiegend in Form ei-nes Top-Down-Prozesses (zehn Hochschulen), bei dem die die Hochschulleitung eine wichtige Rolle einnimmt. Für einen aussagekräftigen und transparenten Nachhaltigkeitsbericht ist es empfehlenswert, die Informationsbedürfnisse der Stakeholder im Vorfeld zu identifizieren und bei der Berichterstattung zu berücksichtigen (fünf Hochschulen). DA - 2018/06/01/ PY - 2018 DP - ResearchGate VL - 41 IS - 2 SP - 185 EP - 219 J2 - Zeitschrift für Umweltpolitik & Umweltrecht L1 - files/25494/Azizi_Sassen_2018_Strategien und Prozesse der Nachhaltigkeitsberichterstattung an Hochschulen in.pdf L4 - https://www.researchgate.net/publication/326804004_Strategien_und_Prozesse_der_Nachhaltigkeitsberichterstattung_an_Hochschulen_in_Deutschland ER - TY - RPRT TI - Vom Messen und gemessen werden: Potentiale & Grenzen bibliometrischer Methoden AU - Österreichischer Wissenschaftsrat DA - 2020/// PY - 2020 LA - de ST - Vom Messen und gemessen werden UR - https://www.wissenschaftsrat.ac.at/downloads/Bibliometrie_23_09_20_Endversion.pdf Y2 - 2021/05/05/14:45:56 L1 - files/26533/Österreichischer Wissenschaftsrat_2020_Vom Messen und gemessen werden.pdf L2 - files/19984/vom-messen-und-gemessen-werden-positionspapier-des-österreichischen-wissenschaftsrates.html ER - TY - RPRT TI - Zwischenbericht AU - makingAchange CY - Wien DA - 2021/// PY - 2021 PB - Climate Change Centre Austria UR - https://makingachange.ccca.ac.at/wp-content/uploads/2021/03/mAc_Zwischenbericht_20210321.pdf Y2 - 2021/05/05/14:36:04 L1 - files/19985/makingAchange_2021_Zwischenbericht.pdf ER - TY - JOUR TI - Den 17 Nachhaltigen Entwicklungszielen den Weg bereiten: UniNEtZ: der Weg von der Theorie in die Praxis AU - Glatz, Ingomar AU - Allerberger, Franziska AU - Fehr, Franz AU - Gratzer, Georg AU - Horvath, Sophia-Marie AU - Keller, Lars AU - Kreiner, Helmuth AU - Kromp-Kolb, Helga AU - Lang, Reinhold AU - Liedauer, Susanne AU - Lindenthal, Thomas AU - Passer, Alexander AU - Payerhofer, Ulrike AU - Preiml, Stefanie AU - Schneeberger, Annemarie AU - Steinwender, David AU - Weidl, Lisa AU - Stötter, Johann T2 - GAIA – Ecological Perspectives for Science and Society AB - Das Projekt Universitäten und Nachhaltige EntwicklungsZiele (UniNEtZ) ‐ mit 16 Universitäten, dem Climate Change Centre Austria, der Geologischen Bundesanstalt und dem studentischen Netzwerk forum n ‐ entwickelt Optionen zur Erfüllung der Sustainable Development Goals (SDGs) der Agenda 2030. Die Optionen können aber erst wirksam werden, wenn Gesellschaft, Wirtschaft und Politik bei der Umsetzung miteinbezogen werden. DA - 2021/03/25/ PY - 2021 DO - 10.14512/gaia.30.1.11 DP - IngentaConnect VL - 30 IS - 1 SP - 54 EP - 56 J2 - GAIA - Ecological Perspectives for Science and Society ST - Den 17 Nachhaltigen Entwicklungszielen den Weg bereiten KW - sustainability KW - 2030 Agenda KW - Paris 2015 KW - SDGs KW - UniNEtZ ER - TY - JOUR TI - Österreichische Universitäten übernehmen Verantwortung: Das Projekt Universitäten und Nachhaltige EntwicklungsZiele (UniNEtZ) AU - Stötter, Johann AU - Kromp-Kolb, Helga AU - Körfgen, Annemarie AU - Allerberger, Franziska AU - Lindenthal, Thomas AU - Glatz, Ingomar AU - Lang, Reinhold AU - Fehr, Franz AU - Bohunovsky, Lisa T2 - GAIA – Ecological Perspectives for Science and Society AB - Österreichische Universitäten arbeiten interdisziplinär im Projekt Universitäten und Nachhaltige EntwicklungsZiele (UniNEtZ) zusammen. UniNEtZ hat sich zum Ziel gesetzt, Optionen darzustellen, wie die Sustainable Development Goals (SDGs) der Vereinten Nationen umgesetzt werden können, wie zu einer nachhaltigen Entwicklung Österreichs beigetragen und wie eine Verankerung von Nachhaltigkeit in Wissenschaft und Bildung gefördert werden kann. DA - 2019/01/01/ PY - 2019 DO - 10.14512/gaia.28.2.16 DP - IngentaConnect VL - 28 IS - 2 SP - 163 EP - 165 J2 - GAIA - Ecological Perspectives for Science and Society ST - Österreichische Universitäten übernehmen Verantwortung KW - network KW - Austria KW - Sustainable Development Goals KW - responsible science KW - sustainability in higher education KW - sustainable universities ER - TY - JOUR TI - Kompetent in die Zukunft: Die Forschungs-Bildungs-Kooperation zur Klimawandelbildung k.i.d.Z.21 und k.i.d.Z.21-Austria AU - Stötter, Johann AU - Keller, Lars AU - Lütke-Spatz, Lara AU - Oberrauch, Anna AU - Körfgen, Annemarie AU - Kuthe, Alina T2 - GAIA – Ecological Perspectives for Science and Society AB - k.i.d.Z.21 ‐ kompetent in die Zukunft ist eine Forschungs-Bildungs-Kooperation zur Klimawandelbildung. Seit 2012 zielt sie darauf ab, bei Schüler(inne)n in Österreich und Bayern Wahrnehmung für die Herausforderungen des Klimawandels, Bewusstsein für notwendiges Handeln und Handlungsbereitschaft zu schaffen. DA - 2016/01/01/ PY - 2016 DO - 10.14512/gaia.25.3.19 DP - IngentaConnect VL - 25 IS - 3 SP - 214 EP - 216 J2 - GAIA - Ecological Perspectives for Science and Society ST - Kompetent in die Zukunft KW - transdisciplinarity KW - responsible science KW - climate change education KW - research-education-cooperation ER - TY - ELEC TI - Bildungseinrichtungen im Klimabündnis AU - Klimabündnis Österreich AB - Das Klimabündnis fängt schon klein an. Unsere jüngsten KlimaschützerInnen gehen in Klimabündnis-Horte, -Tagesstätten, -Kindergärten und -Schulen. LA - de UR - http://www.klimabuendnis.at/bildungseinrichtungen-im-klimabuendnis Y2 - 2021/05/07/16:48:22 L2 - files/21057/bildungseinrichtungen-im-klimabuendnis.html ER - TY - BOOK TI - Methoden transdisziplinärer Forschung. Ein Überblick mit Anwendungsbeispielen AU - Bergmann, Matthias AU - Jahn, Thomas AU - Knobloch, Tobias AU - Krohn, Wolfgang AU - Pohl, Christian AU - Schramm, Engelbert CY - Frankfurt am Main DA - 2010/// PY - 2010 LA - de PB - Campus Verlag UR - http://www.isoe-publikationen.de/publikationen/publikation-detail/?tx_refman_pi1%5Brefman%5D=292&cHash=9a1da7de94b6fb3e313ec0bef949752f Y2 - 2021/08/31/11:32:57 L2 - files/21169/publikation-detail.html ER - TY - BOOK TI - Transdisziplinär und transformativ forschen A3 - Di Giulio, Antonietta A3 - Defila, Rico CY - Wiesbaden DA - 2018/// PY - 2018 DP - DOI.org (Crossref) LA - de PB - Springer Fachmedien Wiesbaden SN - 978-3-658-21529-3 978-3-658-21530-9 UR - http://link.springer.com/10.1007/978-3-658-21530-9 Y2 - 2021/08/31/11:41:16 L1 - files/21166/Di Giulio_Defila_2018_Transdisziplinär und transformativ forschen.pdf ER - TY - BOOK TI - Research integration using dialogue methods AU - Deane, Peter AU - McDonald, David AU - Bammer, Gabriele AB - Research on real-world problems—like restoration of wetlands, the needs of the elderly, effective disaster response and the future of the airline industry—requires expert knowledge from a range of disciplines, as well as from stakeholders affected by the problem and those in a position to do something about it. This book charts new territory in taking a systematic approach to CY - Canberra DA - 2009/// PY - 2009 DP - press.anu.edu.au LA - en PB - ANU E Press SN - 978-1-921536-75-5 UR - https://press.anu.edu.au/publications/research-integration-using-dialogue-methods Y2 - 2021/08/31/11:37:30 L1 - files/21168/Deane et al_2009_Research integration using dialogue methods.pdf L2 - files/21167/research-integration-using-dialogue-methods.html ER - TY - CHAP TI - Hochschule und Demokratie – ein Dauerkonflikt AU - Bultmann, Torsten T2 - Bildung MACHT Gesellschaft A2 - Sandoval, Marisol A2 - Sevignani, Sebastian A2 - Rehbogen, Alexander A2 - Allmer, Thomas A2 - Hager, Matthias A2 - Kreilinger, Verena CN - LA628 .B45 2011 CY - Münster DA - 2011/// PY - 2011 DP - Library of Congress ISBN ET - 1. Auflage SP - 155 EP - 163 LA - de PB - Westfälisches Dampfboot SN - 978-3-89691-876-5 L1 - files/21170/Bultmann_2011_Hochschule und Demokratie – ein Dauerkonflikt.pdf KW - Europe KW - Education, Higher KW - Educational change KW - Higher education and state ER - TY - CHAP TI - Befähigung zur Partizipation als pädagogischer Auftrag im Professionsverständnis von Lehrkräften? AU - Fischer, Katharina AU - Vogel, Ute T2 - PerspektivenBildung A2 - Janovsky, Nikolaus A2 - Ostermann, Elisabeth A2 - Rapp, Ursula A2 - Ritzer, Georg A2 - Steinmair-Pösel, Petra AB - Die Reihe PerspektivenBildung der KPH Edith Stein setzt sich multiperspektivisch mit aktuellen Fragestellungen im Bildungsbereich auseinander. Der erste Band trägt programmatisch den Titel der Reihe. Das Wortspiel mit den Begriffen 'Perspektive' und 'Bildung' weist auf fundamentale Anliegen der Reihe hin: Sie soll ein Forum darstellen für unterschiedliche Blickwinkel und interdisziplinäre Perspektiven auf ausgewählte Themen aus dem Bereich der Bildung. Sie bietet Raum für die kritisch-reflektierende Bildung eigener Perspektiven und das gerade auch in Auseinandersetzung mit anderen, vielleicht auch fremdartigen Perspektiven und Standpunkten. Außerdem geht es um die Reflexion des spezifischen Bildungsverständnisses und -auftrags einer (Kirchlichen) Pädagogischen Hochschule - und damit um ein Stück Selbstpositionierung im vielstimmigen Konzert pädagogischer Literatur und Sichtweisen. Der Begriff der 'Perspektive' bringt dabei immer beides ins Spiel: Den Gegenwartsbezug, d.h. die Fragen: Wo stehe ich? Von welcher Position aus denke und handle ich?, aber auch den Zukunftsbezug, d.h. die Fragen: Wohin geht es? Wohin soll es gehen? CY - Münster DA - 2021/// PY - 2021 DP - Google Books VL - 1 LA - de PB - Waxmann Verlag SN - 978-3-8309-9374-2 L2 - https://books.google.at/books?id=zWM1EAAAQBAJ KW - Education / General ER - TY - CHAP TI - Selbstbestimmtes Lernen in der Wissenschaft? Über die Relevanz emanzipatorischer Arbeits- und Lernverhältnisse in der Universität AU - Langemeyer, Ines T2 - Bildung MACHT Gesellschaft A2 - Sevignani, S. A2 - Rehbogen, A. A2 - Allmer, T. A2 - Hager, M. A2 - Kreilinger, V. CY - Münster DA - 2011/// PY - 2011 SP - 138 EP - 154 PB - Verlag Westfälisches Dampfboot L1 - files/21174/Langemeyer_2011_Selbstbestimmtes Lernen in der Wissenschaft.pdf ER - TY - STAT TI - UG DA - 2002/// PY - 2002 SE - 2 Abs. 1 UR - https://www.ris.bka.gv.at/GeltendeFassung/Bundesnormen/20002128/UG%2c%20Fassung%20vom%2003.09.2021.pdf Y2 - 2021/09/03/05:10:29 L1 - files/21210/2002_UG.pdf ER - TY - JOUR TI - Transformative Wissenschaft ‐ Motor für gute Wissenschaft und lebendige Demokratie AU - Schneidewind, Uwe T2 - GAIA - Ecological Perspectives for Science and Society AB - Reaktion auf A.Grunwald. 2015. Transformative Wissenschaft ‐ eine neue Ordnung im Wissenschaftsbetrieb? GAIA 24/1: 17‐20 DA - 2015/01/01/ PY - 2015 DO - 10.14512/gaia.24.2.5 DP - DOI.org (Crossref) VL - 24 IS - 2 SP - 88 EP - 91 J2 - GAIA - Ecological Perspectives for Science and Society LA - en SN - 0940-5550 UR - https://www.ingentaconnect.com/content/10.14512/gaia.24.2.5 Y2 - 2021/06/09/11:22:37 ER - TY - JOUR TI - Transdisciplinary research in sustainability science: Practice, principles, and challenges AU - Lang, Daniel J. AU - Wiek, Arnim AU - Bergmann, Matthias AU - Stauffacher, Michael AU - Martens, Pim AU - Moll, Peter AU - Swilling, Mark AU - Thomas, Christopher J. T2 - Sustainability Science DA - 2012/02// PY - 2012 DO - 10.1007/s11625-011-0149-x DP - DOI.org (Crossref) VL - 7 IS - S1 SP - 25 EP - 43 J2 - Sustain Sci LA - en SN - 1862-4065, 1862-4057 ST - Transdisciplinary research in sustainability science UR - http://link.springer.com/10.1007/s11625-011-0149-x Y2 - 2021/10/22/08:14:00 L1 - files/18942/Lang et al_2012_Transdisciplinary research in sustainability science.pdf L1 - files/22060/Lang et al_2012_Transdisciplinary research in sustainability science.pdf ER - TY - BOOK TI - Science plan on the strategic development of climate research in Austria A3 - Climate Change Centre Austria - Klimaforschungsnetzwerk Österreich DA - 2018/// PY - 2018 SN - 978-3-9503778-3-5 UR - https://ccca.ac.at/fileadmin/00_DokumenteHauptmenue/03_Aktivitaeten/Science_Plan/CCCA_Science_Plan_2_Auflage_20180326.pdf Y2 - 2022/03/09/06:05:50 L1 - files/22063/Climate Change Centre Austria - Klimaforschungsnetzwerk Österreich_2018_Science plan on the strategic development of climate research in Austria.pdf ER - TY - JOUR TI - Co-producing science for sustainability: Can funding change knowledge use? AU - Arnott, James C. AU - Neuenfeldt, Rachel J. AU - Lemos, Maria Carmen T2 - Global Environmental Change AB - There is widespread belief that meaningful interaction between scientists and practitioners, or co-production, increases use of scientific knowledge about sustainability and environmental change. Although funders are increasingly encouraging co-production, there have been few empirical studies assessing the outcomes of these efforts in shaping knowledge use. In this study, we systematically analyze research project reports (n = 120) and interview project participants (n = 40) funded by the U.S. National Estuarine Research Reserve System from 1998 to 2014 to support coastal management. Our analysis shows that escalating funding requirements for collaboration with users change research practice and strengthen connections between research outcomes and knowledge use. In consequence, a new model for science funding emerges, where sponsor, researcher, and user are more interactive with one another. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.gloenvcha.2019.101979 DP - ScienceDirect VL - 60 SP - 101979 J2 - Global Environmental Change LA - en SN - 0959-3780 ST - Co-producing science for sustainability UR - https://www.sciencedirect.com/science/article/pii/S0959378019300020 Y2 - 2021/10/22/04:57:16 L1 - files/22065/Arnott et al_2020_Co-producing science for sustainability.pdf L2 - files/22064/S0959378019300020.html KW - Co-production KW - Coastal management KW - Environmental management KW - Research utilization KW - Science funding KW - Science policy KW - Science-practice interaction KW - Societal impact of science ER - TY - ELEC TI - Klimaneutrale Universitäten & Hochschulen AU - Allianz Nachhaltige Universitäten in Österreich AB - Universitäten university Nachhaltigkeit sustainability Allianz Austria Österreich Green Campus Universitätsmanagement Initiative LA - de-DE UR - http://nachhaltigeuniversitaeten.at/arbeitsgruppen/co2-neutrale-universitaeten/ Y2 - 2021/10/22/04:49:18 L2 - files/22067/co2-neutrale-universitaeten.html ER - TY - ELEC TI - Nachhaltigkeitsaktivitäten der Mitgliederuniversitäten AU - Allianz Nachhaltige Universitäten in Österreich AB - Universitäten university Nachhaltigkeit sustainability Allianz Austria Österreich Green Campus Universitätsmanagement Initiative LA - de-DE UR - http://nachhaltigeuniversitaeten.at/ueber-uns/nachhaltigkeitsaktivitaten/ Y2 - 2021/10/22/04:44:54 L2 - files/22068/nachhaltigkeitsaktivitaten.html ER - TY - RPRT TI - Schulentwicklungsprogramm 2020 CY - Wien DA - 2020/// PY - 2020 LA - de UR - https://www.bmbwf.gv.at/Themen/schule/schulsystem/schulbau/schep2020.html Y2 - 2021/10/22/04:36:24 L1 - files/26537/2020_Schulentwicklungsprogramm 2020.pdf L2 - files/22069/schep2020.html ER - TY - CHAP TI - Higher education institutions as transformative agents for a sustainable society AU - Findler, Florian AU - Schönherr, Norma AU - Martinuzzi, André T2 - Chancen und Grenzen der Nachhaltigkeitstransformation : Ökonomische und soziologische Perspektiven A2 - Luks, Fred AB - Higher education institutions (HEIs) are transformative societal agents that can contribute decisively to the development of sustainable societies. A variety of global initiatives, such as the United Nation’s (UN) Higher Education and Research for Sustainable Development (HESD), already recognize the important role HEIs can play in this transformation and aim to embed sustainable development (SD) as an integral part of HEIs. Decision- makers in HEIs acknowledge these initiatives and make use of the provided guidelines or frameworks. So far, a variety of HEIs have adopted such measures. However, due to disciplinary boundaries and a traditional orientation, they tend to integrate SD only partially instead of systematically throughout the entire institution. This chapter describes the requirements for overcoming these barriers and for making SD an integral part of an HEI in a way that it can guide the transformation into a sustainable society. It also highlights the necessity of transdisciplinarity in research and education, as well as discusses the potential of impact orientation in sustainability assessment and reporting to support transdisciplinary approaches. CY - Wiesbaden DA - 2019/// PY - 2019 DP - Springer Link SP - 95 EP - 106 LA - de PB - Springer Fachmedien SN - 978-3-658-22438-7 UR - https://doi.org/10.1007/978-3-658-22438-7_6 Y2 - 2021/10/21/18:18:15 L1 - files/22070/Findler et al_2019_Higher education institutions as transformative agents for a sustainable society.pdf ER - TY - JOUR TI - Die Universität als Akteurin der transformativen Wissenschaft: Konsequenzen für die Messung der Qualität transdisziplinärer Forschung AU - Krainer, Larissa AU - Winiwarter, Verena T2 - GAIA – Ecological Perspectives for Science and Society AB - Grand challenges, Transformation, third mission: Wissenschaft und Universitäten sind zunehmend gefordert, gesellschaftlichen Wandel verantwortlich und aktiv mitzugestalten. Immer häufiger wird deswegen transdisziplinär geforscht. Doch bislang fehlt eine systematische Beschreibung, Bewertung und Anerkennung dieser wissenschaftlichen Leistungen. Scientific research aimed at transforming society has a normative basis. Here, we will examine the potential of transdisciplinary research methods and what they have to offer in terms of desired transformation. Our observation is that it must be possible to assess the research results from such endeavours with regard to their specific impact. First, we will discuss the difficulties involved in measuring the quality of transdisciplinary research, in particular its social impact. This leads to a broader examination of the meaning of quality in this type of research. Consequently, we advise complementing the existing catalogue of indicators with specific criteria related to the quality of transdisciplinary approaches. An international transdisciplinary research society could potentially serve as an independent body to foster definition and commitment. DA - 2016/01/01/ PY - 2016 DO - 10.14512/gaia.25.2.11 DP - IngentaConnect VL - 25 IS - 2 SP - 110 EP - 116 J2 - GAIA - Ecological Perspectives for Science and Society ST - Die Universität als Akteurin der transformativen Wissenschaft L1 - files/22198/Krainer_Winiwarter_2016_Die Universität als Akteurin der transformativen Wissenschaft.pdf L4 - https://www.researchgate.net/publication/305276531_Die_Universitat_als_Akteurin_der_transformativen_Wissenschaft_Konsequenzen_fur_die_Messung_der_Qualitat_transdisziplinarer_Forschung KW - social impact KW - transdisciplinary research KW - transformative science KW - research evaluation KW - societal impact ER - TY - JOUR TI - How to evaluate a transition-oriented funding programme? Lessons learned from the evaluation of FONA, the German framework programme to promote sustainability research AU - Seus, Sarah AU - Bührer, Susanne T2 - fteval Journal for Research and Technology Policy Evaluation DA - 2021/07// PY - 2021 DO - 10.22163/fteval.2021.515 DP - repository.fteval.at IS - 52 SP - 10 EP - 18 LA - de SN - 1726-6629 ST - How to Evaluate a Transition-Oriented Funding Programme? UR - https://fteval.at/content/home/journal/aktuelles/ Y2 - 2021/10/25/14:48:44 L1 - files/22196/Seus_Bührer_2021_How to evaluate a transition-oriented funding programme.pdf L2 - files/22195/574.html ER - TY - JOUR TI - Academic research in the 21st century: Maintaining scientific entegrity in a climate of perverse incentives and hypercompetition AU - Edwards, Marc A. AU - Roy, Siddhartha T2 - Environmental Engineering Science AB - Over the last 50 years, we argue that incentives for academic scientists have become increasingly perverse in terms of competition for research funding, development of quantitative metrics to measure performance, and a changing business model for higher education itself. Furthermore, decreased discretionary funding at the federal and state level is creating a hypercompetitive environment between government agencies (e.g., EPA, NIH, CDC), for scientists in these agencies, and for academics seeking funding from all sources—the combination of perverse incentives and decreased funding increases pressures that can lead to unethical behavior. If a critical mass of scientists become untrustworthy, a tipping point is possible in which the scientific enterprise itself becomes inherently corrupt and public trust is lost, risking a new dark age with devastating consequences to humanity. Academia and federal agencies should better support science as a public good, and incentivize altruistic and ethical outcomes, while de-emphasizing output. DA - 2017/01/01/ PY - 2017 DO - 10.1089/ees.2016.0223 DP - liebertpub.com (Atypon) VL - 34 IS - 1 SP - 51 EP - 61 ST - Academic Research in the 21st Century UR - https://www.liebertpub.com/doi/full/10.1089/ees.2016.0223 Y2 - 2021/10/25/14:16:34 L1 - files/22199/Edwards_Roy_2017_Academic research in the 21st century.pdf KW - academic research KW - funding KW - misconduct KW - perverse incentives KW - scientific integrity ER - TY - JOUR TI - Unsustainable science AU - Paasche, Øyvind AU - Österblom, Henrik T2 - One Earth AB - Reaching a more sustainable Earth relies upon the scientific community to generate critical insights and solutions, but we fear that this will not happen to the extent or in the time needed unless science itself becomes more sustainable. DA - 2019/09/20/ PY - 2019 DO - 10.1016/j.oneear.2019.08.011 DP - ScienceDirect VL - 1 IS - 1 SP - 39 EP - 42 J2 - One Earth LA - en SN - 2590-3322 UR - https://www.sciencedirect.com/science/article/pii/S259033221930017X Y2 - 2021/10/25/14:15:19 L1 - files/22201/Paasche_Österblom_2019_Unsustainable science.pdf L2 - files/22200/S259033221930017X.html ER - TY - CONF TI - Die Positionierung als "nachhaltige Hochschule"- eine kritische Reflexion AU - Preymann, Silke AU - Sterrer, Stefanie T2 - 12. Forschungsforum der österreichischen Fachhochschulen AB - Nachhaltigkeit ist neben Digitalisierung, Internationalisierung, Exzellenz und Diversität eines der aktuellen gesellschaftspolitischen Schlagwörter der Hochschulpositionierung. Immer mehr Hochschulen nützen den Begriff in ihren Leitbildern und Positionierungspapieren um ihr Engagement und ihre Verantwortungsübernahme für nachhaltige gesellschaftliche, wirtschaftliche und öko-logische Entwicklung (scheinbar) unter Beweis zu stellen. Will man das Konzept aber über die abstrakte Belanglosigkeit des ‚green-washings‘ hinaus ernsthaft verfolgen, stellen sich Fragen, wie „Was bedeutet es überhaupt eine ‚nachhaltige Hochschule‘ zu werden und zu sein?“ und „Was kostet ‚Nachhaltigkeit‘?“ Dieser Beitrag liefert einen kurzen Abriss der Entwicklungsgeschichte der Idee der ‚nachhaltige Hochschule‘ und wirft Fragen zur Wirksamkeit, Implementierung und Kosten einer ebensolchen Positionierung auf. Die dabei bewusst gewählte kritische Perspektive soll eine neue Dimension in die Diskussion über ein an sich kaum in Frage gestelltes Konzept bringen und somit eine tatsächliche und umfängliche Auseinandersetzung mit dem Begriff „Nachhaltigkeit“ im Kontext der Hochschulpositionierung ermöglichen. C1 - FH Salzburg DA - 2018/04/04/ PY - 2018 DP - ResearchGate UR - http://ffhoarep.fh-ooe.at/bitstream/123456789/1132/1/FFH2018-T3-05-05.pdf L1 - files/22214/Preymann_Sterrer_2018_Die Positionierung als nachhaltige Hochschule- eine kritische Reflexion.pdf L4 - https://www.researchgate.net/publication/325019009_Die_Positionierung_als_nachhaltige_Hochschule-_eine_kritische_Reflexion ER - TY - JOUR TI - Looking through the “greenwashing glass cage” of the green league table towards the sustainability challenge for UK universities AU - Jones, David R. T2 - Journal of Organizational Change Management AB - Purpose – This paper aims to critically focus on the UK's People & Planet's “green league table” in order to explore to what extent such league tables contribute to the transitional and transdisciplinary challenge of ecological sustainability for universities. Design/methodology/approach – By taking a narrative and metaphorical perspective, the paper endeavours to understand how the green league table impacts on university greening, particularly around the apparent disengagement of academic and non‐academic actors in their bio‐cultural connection. Findings – The paper conceptualizes the ecological sustainability challenge for universities by arguing that current sustainability managerial agendas and narratives, promoted by league tables are underpinned by what is conceptualized as the primacy of the “greenwashing glass cage” organisational metaphor. This highlights the self‐serving nature of sustainability approaches by managerial technocrats, consisting of carbon officers, sustainability managers predominantly based in estates departments. Drawing on the immediacy and “common‐sense”, doomsday imperative and legitimacy of the climate change agenda rather than embracing the wider inherent social, environmental and economic stakeholder conflicts and systemic bio‐cultural engagement challenges of sustainability, this top‐down, punitive, self‐satisfied approach around carbon targets and performance measures self‐perpetuates the myth that sustainable universities contribute effectively to the wider ecological challenge. Originality/value – This paper not only offers a critique and warning against the blind adherence to league tables within university but also proposes a new grounded bio‐cultural and defamiliarizing narrative for universities. This narrative represents a more inclusive, non‐instrumental, contextual, experiential approach to ecological sustainability. DA - 2012/01/01/ PY - 2012 DO - 10.1108/09534811211239263 DP - Emerald Insight VL - 25 IS - 4 SP - 630 EP - 647 SN - 0953-4814 UR - https://doi.org/10.1108/09534811211239263 Y2 - 2021/10/25/12:01:47 L2 - files/22216/html.html KW - Sustainable development KW - United Kingdom KW - Sustainability KW - Universities KW - Green league table KW - Greenwashing glass cage KW - Management philosophy ER - TY - CHAP TI - Elements of a theory of human rights AU - Sen, Amartya T2 - Justice and the Capabilities Approach AB - This chapter presents the elements of a theory of human rights, which sees them as pronouncements in social ethics, sustainable by open public reasoning. It pursues to examine whether legislation is the pre-eminent, or even a necessary, route through which human rights. A pronouncement of human rights includes an assertion of the importance of the corresponding freedoms—the freedoms that are identified and privileged in the formulation of the rights in question—and is indeed motivated by that importance. The conceptual understanding of human rights, in turn, can benefit substantially from considering the reasoning that moves the activists and the range and effectiveness of practical actions they undertake, including recognition, monitoring and agitation, in addition to legislation. The chapter emphasizes that the understanding and viability of human rights are, in this perspective, intimately linked with the reach of public discussion, between persons and across borders. Proclamations of human rights are to be seen as articulations of ethical demands. CY - London DA - 2012/// PY - 2012 ET - 1st Edition PB - Routledge SN - 978-1-315-25124-0 ER - TY - JOUR TI - Aushöhlung der Mitbestimmung? Die Interessenvertretung an Hochschulen kämpft mit neuen Strukturen der Steuerung und Finanzierung sowie mit überholten Rollenbildern in der Wissenschaft AU - Staack, Sonja T2 - sub\urban. zeitschrift für kritische stadtforschung AB - Hochschulen und Forschungseinrichtungen erleben derzeit den wohl umfassendsten wissenschaftspolitischen Wandel seit 1968. Neue Steuerungsmechanismen und wettbewerbsförmige Finanzierungsinstrumente, aber auch die Stärkung von Leitungsorganen gegenüber der Akademischen Selbstverwaltung, tragen dabei zu einer Aushöhlung etablierter Strukturen der Mitbestimmung bei. Ein Wandel der Beschäftigungsbedingungen – insbesondere durch eine Zunahme der Drittmittelorientierung sowie von befristeten Arbeitsverträgen – erschwert zudem den Personalräten eine durchsetzungsstarke Interessenvertretung für Wissenschaftlerinnen und Wissenschaftler. Die Rollenzuschreibungen im deutschen Wissenschaftssystem erscheinen hierbei im internationalen Vergleich als Sonderweg sowie zunehmend erklärungsbedürftig. Sie werden immer mehr durch die wissenschaftlichen Mitarbeiter_innen in Frage gestellt, womit auch die Machtverhältnisse innerhalb der Wissenschaft auf die politische Agenda drängen. DA - 2016/11/30/ PY - 2016 DO - 10.36900/suburban.v4i2/3.259 DP - zeitschrift-suburban.de VL - 4 IS - 2/3 SP - 213 EP - 220 LA - de SN - 2197-2567 ST - Aushöhlung der Mitbestimmung? UR - https://zeitschrift-suburban.de/sys/index.php/suburban/article/view/259 Y2 - 2021/10/25/10:03:32 L1 - files/22252/Staack_2016_Aushöhlung der Mitbestimmung.pdf KW - Personalvertretung. ER - TY - JOUR TI - The fear of not flying: Achieving sustainable academic plane travel in higher education based on snsights from south Australia AU - Nursey-Bray, Melissa AU - Palmer, Robert AU - Meyer-Mclean, Bridie AU - Wanner, Thomas AU - Birzer, Cris T2 - Sustainability AB - Universities are both disseminators and producers of the climate knowledge needed to institute the social and cultural change required for climate adaptation and mitigation to occur. They also have the opportunity to lead and model pro-environmental behavior, yet often have large carbon budgets, partly caused by staff travel. This paper explores this topic via an institutional case study of what factors motivate the academic community to undertake plane travel and the implications this has for wielding wider societal influence in terms of pro-environmental behavior. We report on a year-long qualitative social science study of academic plane travel at the University of Adelaide, South Australia where we investigated the tension between academic requirements to travel and the institution’s formal commitment to sustainability within the Campus Sustainability Plan. We found that, while many academics were worried about climate change, very few were willing to change their current practice and travel less because they are not institutionally incentivized to do so. There is a fear of not flying: plane travel is perceived as a key driver for career progression and this is an ongoing barrier to pro-environmental behavior. We conclude that institutional and political change will be required for individual change to occur and sustainable agendas to be met within academic communities. DA - 2019/05/12/ PY - 2019 DO - 10.3390/su11092694 DP - DOI.org (Crossref) VL - 11 IS - 9 SP - 2694 J2 - Sustainability LA - en SN - 2071-1050 ST - The Fear of Not Flying UR - https://www.mdpi.com/2071-1050/11/9/2694 Y2 - 2021/10/25/09:41:50 L1 - files/22253/Nursey-Bray et al_2019_The fear of not flying.pdf ER - TY - JOUR TI - Cognitive dissonance in sustainability scientists regarding air travel for academic purposes: A qualitative study AU - Schrems, Isabel AU - Upham, Paul T2 - Sustainability AB - DOAJ is a community-curated online directory that indexes and provides access to high quality, open access, peer-reviewed journals. DA - 2020/02/01/ PY - 2020 DO - 10.3390/su12051837 DP - doaj.org VL - 12 IS - 5 SP - 1837 LA - en SN - 2071-1050 ST - Cognitive Dissonance in Sustainability Scientists Regarding Air Travel for Academic Purposes UR - https://www.mdpi.com/2071-1050/12/5/1837 Y2 - 2021/10/25/09:39:55 L1 - files/22254/Schrems_Upham_2020_Cognitive dissonance in sustainability scientists regarding air travel for.pdf ER - TY - JOUR TI - Organisational learning towards sustainability in higher education AU - Cebrián, Gisela AU - Grace, Marcus AU - Humphris, Debra T2 - Sustainability Accounting, Management and Policy Journal DA - 2013/11/18/ PY - 2013 DO - 10.1108/SAMPJ-12-2012-0043 DP - DOI.org (Crossref) VL - 4 IS - 3 SP - 285 EP - 306 J2 - Sustainability LA - en SN - 2040-8021 UR - https://www.emerald.com/insight/content/doi/10.1108/SAMPJ-12-2012-0043/full/html Y2 - 2021/10/25/09:32:59 L2 - files/22255/organisational-learning-towards-sustainability-in-higher-education-MUZ551buhW.html ER - TY - JOUR TI - Principles for knowledge co-production in sustainability research AU - Norström, Albert V. AU - Cvitanovic, Christopher AU - Löf, Marie F. AU - West, Simon AU - Wyborn, Carina AU - Balvanera, Patricia AU - Bednarek, Angela T. AU - Bennett, Elena M. AU - Biggs, Reinette AU - de Bremond, Ariane AU - Campbell, Bruce M. AU - Canadell, Josep G. AU - Carpenter, Stephen R. AU - Folke, Carl AU - Fulton, Elizabeth A. AU - Gaffney, Owen AU - Gelcich, Stefan AU - Jouffray, Jean-Baptiste AU - Leach, Melissa AU - Le Tissier, Martin AU - Martín-López, Berta AU - Louder, Elena AU - Loutre, Marie-France AU - Meadow, Alison M. AU - Nagendra, Harini AU - Payne, Davnah AU - Peterson, Garry D. AU - Reyers, Belinda AU - Scholes, Robert AU - Speranza, Chinwe Ifejika AU - Spierenburg, Marja AU - Stafford-Smith, Mark AU - Tengö, Maria AU - van der Hel, Sandra AU - van Putten, Ingrid AU - Österblom, Henrik T2 - Nature Sustainability DA - 2020/03// PY - 2020 DO - 10.1038/s41893-019-0448-2 DP - DOI.org (Crossref) VL - 3 IS - 3 SP - 182 EP - 190 J2 - Nat Sustain LA - en SN - 2398-9629 UR - http://www.nature.com/articles/s41893-019-0448-2 Y2 - 2021/10/27/14:54:52 L1 - files/22399/Norström et al_2020_Principles for knowledge co-production in sustainability research.pdf L2 - files/24269/s41893-019-0448-2.html KW - Sustainability KW - Interdisciplinary studies ER - TY - GEN TI - Der hochschulspezifische Nachhaltigkeitskodex AU - Rat für Nachhaltige Entwicklung DA - 2018/// PY - 2018 UR - https://www.deutscher-nachhaltigkeitskodex.de/de-DE/Documents/PDFs/Leitfaden/2018-05-15-hs-dnk.aspx Y2 - 2021/10/27/12:59:32 L1 - files/23120/Rat für Nachhaltige Entwicklung_2018_Der hochschulspezifische Nachhaltigkeitskodex.pdf ER - TY - BOOK TI - Themenfelder als Profilbildungselement an deutschen Hochschulen: Trendanalyse und Themenlandkarte AU - von Stuckrad, Thimo AU - Röwert, Ronny CY - Gütersloh DA - 2017/// PY - 2017 DP - Open WorldCat LA - de PB - CHE gemeinnütziges Centrum für Hochschulentwicklung ST - Themenfelder als Profilbildungselement an deutschen Hochschulen UR - https://nbn-resolving.org/urn:nbn:de:101:1-2018061814205595470432 Y2 - 2021/10/27/12:52:15 L1 - files/23121/von Stuckrad_Röwert_2017_Themenfelder als Profilbildungselement an deutschen Hochschulen.pdf ER - TY - CHAP TI - Proposal preparation instructions (section II.C.2.d) AU - National Science Foundation T2 - Proposal and Award Policies and Procedures Guide DA - 2020/// PY - 2020 UR - https://www.nsf.gov/pubs/policydocs/pappg20_1/pappg_2.jsp#IIC2d Y2 - 2021/10/27/12:07:49 L2 - files/23122/pappg_2.html ER - TY - JOUR TI - Revisiting global university rankings and their indicators in the age of sustainable development AU - Torabian, Juliette T2 - Sustainability AB - This article is an attempt to facilitate the implementation of sustainable development goals (SDGs) by encouraging adjustments in international university ranking systems as influential players in the field of higher education. To this end, the current shortcomings of global ranking systems are delineated and suggestions are provided to help with the revision of current rankings and adaptation of a new approach without encouraging further proliferation of ranking systems. The new approach is suggested to promote educational quality but also equity, equality, diversity, and sustainability in line with the aims and aspirations of the Agenda 2030 for sustainable development. DA - 2019/06/01/ PY - 2019 DO - 10.1089/sus.2018.0037 DP - liebertpub.com (Atypon) VL - 12 IS - 3 SP - 167 EP - 172 SN - 1937-0695 UR - https://www.liebertpub.com/doi/10.1089/sus.2018.0037 Y2 - 2021/10/27/11:57:27 L1 - files/23123/Torabian_2019_Revisiting global university rankings and their indicators in the age of.pdf KW - sustainable development KW - equity KW - global university ranking KW - inclusion KW - social mobility ER - TY - ELEC TI - Young Science AU - OeAD | Young Science T2 - Young Science – Zentrum für die Zusammenarbeit von Wissenschaft und Schule LA - de-AT UR - https://youngscience.at/de/ Y2 - 2021/10/27/11:48:33 L2 - files/23124/de.html ER - TY - CHAP TI - Der hochschulspezifische Nachhaltigkeitskodex AU - Retsch, Riccarda T2 - CSR und Hochschulmanagement: Sustainable Education als neues Paradigma in Forschung und Lehre A2 - Raueiser, Markus A2 - Kolb, Monika T3 - Management-Reihe Corporate Social Responsibility AB - In der Neuauflage der Deutschen Nachhaltigkeitsstrategie 2016 bekennt sich die Bundesregierung zur Agenda 2030 für nachhaltige Entwicklung mit ihren 17 globalen Nachhaltigkeitszielen, den Sustainable Development Goals (SDG). Den Hochschulen ist bei der Umsetzung der Ziele eine besondere Bedeutung beizumessen. Hier werden Wissen, Innovationen und Lösungen bereitgestellt und entwickelt und zukünftige Entscheidungsträger ausgebildet und zum Handeln befähigt. Immer mehr Hochschulen werden sich ihrer gesellschaftlichen Verantwortung, ihrer Vorbildfunktion und der damit verbundenen Chancen bewusst. Nachhaltigkeitsberichte sind ein geeignetes Instrument, um die Übernahme gesellschaftlicher Verantwortung zu kommunizieren und darzulegen, wie den Herausforderungen einer nachhaltigen Entwicklung aktiv begegnet wird. Als Beispiel wird die Entwicklung, Anwendung und der Nutzen des hochschulspezifischen Nachhaltigkeitskodex vorgestellt. CY - Berlin, Heidelberg DA - 2018/// PY - 2018 DP - Springer Link SP - 129 EP - 137 LA - de PB - Springer Gabler SN - 978-3-662-56314-4 UR - https://doi.org/10.1007/978-3-662-56314-4_10 Y2 - 2021/10/27/11:35:02 L1 - files/23125/Retsch_2018_Der hochschulspezifische Nachhaltigkeitskodex.pdf ER - TY - CHAP TI - From information provision to participatory deliberation: Engaging residents in the transition toward sustainable cities AU - Zint, Michaela AU - Wolske, Kimberly T2 - The Elgar Companion to Sustainable Cities: Strategies, Methods and Outlook A2 - Mazmanian, Daniel A. A2 - Blanco, Hilda CY - Northampton, MA DA - 2014/01/01/ PY - 2014 DP - ResearchGate SP - 188 EP - 209 PB - Edward Elgar Publishing ST - From information provision to participatory deliberation L4 - https://www.researchgate.net/publication/281444627_From_information_provision_to_participatory_deliberation_Engaging_residents_in_the_transition_toward_sustainable_cities ER - TY - JOUR TI - Six modes of co-production for sustainability AU - Chambers, Josephine M. AU - Wyborn, Carina AU - Ryan, Melanie E. AU - Reid, Robin S. AU - Riechers, Maraja AU - Serban, Anca AU - Bennett, Nathan J. AU - Cvitanovic, Christopher AU - Fernández-Giménez, María E. AU - Galvin, Kathleen A. AU - Goldstein, Bruce E. AU - Klenk, Nicole L. AU - Tengö, Maria AU - Brennan, Ruth AU - Cockburn, Jessica J. AU - Hill, Rosemary AU - Munera, Claudia AU - Nel, Jeanne L. AU - Österblom, Henrik AU - Bednarek, Angela T. AU - Bennett, Elena M. AU - Brandeis, Amos AU - Charli-Joseph, Lakshmi AU - Chatterton, Paul AU - Curran, K. AU - Dumrongrojwatthana, Pongchai AU - Durán, América Paz AU - Fada, Salamatu J. AU - Gerber, Jean-David AU - Green, Jonathan M. H. AU - Guerrero, Angela M. AU - Haller, Tobias AU - Horcea-Milcu, Andra-Ioana AU - Leimona, Beria AU - Montana, Jasper AU - Rondeau, Renee AU - Spierenburg, Marja AU - Steyaert, Patrick AU - Zaehringer, Julie G. AU - Gruby, Rebecca AU - Hutton, Jon AU - Pickering, Tomas T2 - Nature Sustainability AB - The promise of co-production to address complex sustainability challenges is compelling. Yet, co-production, the collaborative weaving of research and practice, encompasses diverse aims, terminologies and practices, with poor clarity over their implications. To explore this diversity, we systematically mapped differences in how 32 initiatives from 6 continents co-produce diverse outcomes for the sustainable development of ecosystems at local to global scales. We found variation in their purpose for utilizing co-production, understanding of power, approach to politics and pathways to impact. A cluster analysis identified six modes of co-production: (1) researching solutions; (2) empowering voices; (3) brokering power; (4) reframing power; (5) navigating differences and (6) reframing agency. No mode is ideal; each holds unique potential to achieve particular outcomes, but also poses unique challenges and risks. Our analysis provides a heuristic tool for researchers and societal actors to critically explore this diversity and effectively navigate trade-offs when co-producing sustainability. DA - 2021/// PY - 2021 DO - 10.1038/s41893-021-00755-x DP - www.nature.com VL - 4 IS - 11 SP - 983 EP - 996 J2 - Nat Sustain LA - en SN - 2398-9629 UR - https://www.nature.com/articles/s41893-021-00755-x Y2 - 2022/02/14/06:06:06 L1 - files/24271/Chambers et al_2021_Six modes of co-production for sustainability.pdf L2 - files/24270/s41893-021-00755-x.html KW - Sustainability KW - Society ER - TY - JOUR TI - Beyond technical fixes: Climate solutions and the great derangement AU - Nightingale, Andrea Joslyn AU - Eriksen, Siri AU - Taylor, Marcus AU - Forsyth, Timothy AU - Pelling, Mark AU - Newsham, Andrew AU - Boyd, Emily AU - Brown, Katrina AU - Harvey, Blane AU - Jones, Lindsey AU - Bezner Kerr, Rachel AU - Mehta, Lyla AU - Naess, Lars Otto AU - Ockwell, David AU - Scoones, Ian AU - Tanner, Thomas AU - Whitfield, Stephen T2 - Climate and Development DA - 2020/// PY - 2020 DO - 10.1080/17565529.2019.1624495 VL - 12 IS - 4 SP - 343 EP - 352 LA - en SN - 1756-5529 ST - Beyond Technical Fixes UR - https://www.tandfonline.com/doi/epub/10.1080/17565529.2019.1624495?needAccess=true Y2 - 2022/02/14/05:49:08 L1 - files/24272/Nightingale et al_2020_Beyond technical fixes.pdf L2 - files/24273/17565529.2019.html ER - TY - JOUR TI - Wechselwirkungen der Hochschulpolitik mit dem Unterhalts- und Sozialversicherungsrecht AU - Steiger-Sackmann, Sabine T2 - Jusletter DA - 2011/05/02/ PY - 2011 DO - 10.21256/zhaw-1207 DP - Zotero SP - 41 LA - de L1 - files/24275/Steiger-Sackmann_2011_Wechselwirkungen der Hochschulpolitik mit dem Unterhalts- und.pdf ER - TY - JOUR TI - Unsustainable growth, hyper-competition, and worth in life science research: Narrowing evaluative repertoires in doctoral and postdoctoral scientists’ work and lives AU - Fochler, Maximilian AU - Felt, Ulrike AU - Müller, Ruth T2 - Minerva AB - There is a crisis of valuation practices in the current academic life sciences, triggered by unsustainable growth and ‘‘hyper-competition.’’ Quantitative metrics in evaluating researchers are seen as replacing deeper considerations of the quality and novelty of work, as well as substantive care for the societal implications of research. Junior researchers are frequently mentioned as those most strongly affected by these dynamics. However, their own perceptions of these issues are much less frequently considered. This paper aims at contributing to a better understanding of the interplay between how research is valued and how young researchers learn to live, work and produce knowledge within academia. We thus analyze how PhD students and postdocs in the Austrian life sciences ascribe worth to people, objects and practices as they talk about their own present and future lives in research. We draw on literature from the field of valuation studies and its interest in how actors refer to different forms of valuation to account for their actions. We explore how young researchers are socialized into different valuation practices in different stages of their growing into science. Introducing the concept of ‘‘regimes of valuation’’ we show that PhD students relate to a wider evaluative repertoire while postdocs base their decisions on one dominant regime of valuing research. In conclusion, we discuss the implications of these findings for the epistemic and social development of the life sciences, and for other scientific fields. DA - 2016/06// PY - 2016 DO - 10.1007/s11024-016-9292-y DP - DOI.org (Crossref) VL - 54 IS - 2 SP - 175 EP - 200 J2 - Minerva LA - en SN - 0026-4695, 1573-1871 ST - Unsustainable Growth, Hyper-Competition, and Worth in Life Science Research UR - http://link.springer.com/10.1007/s11024-016-9292-y Y2 - 2022/02/14/05:38:56 L1 - files/24276/Fochler et al_2016_Unsustainable growth, hyper-competition, and worth in life science research.pdf ER - TY - JOUR TI - Why do we harm the environment or our personal health despite better knowledge? The knowledge action gap in healthy and climate-friendly behavior AU - Frick, Melanie AU - Neu, Leonie AU - Liebhaber, Nina AU - Sperner-Unterweger, Barbara AU - Stötter, Johann AU - Keller, Lars AU - Hüfner, Katharina T2 - Sustainability DA - 2021/// PY - 2021 DO - 10.3390/su132313361 VL - 13 IS - 23 SP - 13361 UR - https://www.mdpi.com/2071-1050/13/23/13361 Y2 - 2022/02/20/07:45:27 L2 - files/24602/13361.html ER - TY - JOUR TI - Anxiety, worry, and grief in a time of environmental and climate crisis: A narrative review AU - Ojala, Maria AU - Cunsolo, Ashlee AU - Ogunbode, Charles A. AU - Middleton, Jacqueline T2 - Annual Review of Environment and Resources AB - Climate change worry, eco-anxiety, and ecological grief are concepts that have emerged in the media, public discourse, and research in recent years. However, there is not much literature examining and summarizing the ways in which these emotions are expressed, to what processes they are related, and how they are distributed. This narrative review aims to (a) summarize research about the relationships between, on the one hand, negative emotions in relation to climate change and other environmental problems and, on the other hand, mental well-being among people in different parts of the world and (b) examine studies that have explored the potentially constructive role of worry—for example, in the form of providing motivation to act. It is clear from this review that negative emotions regarding environmental problems are normal, and often constructive, responses. DA - 2021/// PY - 2021 DO - 10.1146/annurev-environ-012220-022716 DP - DOI.org (Crossref) VL - 46 IS - 1 SP - 35 EP - 58 J2 - Annu. Rev. Environ. Resour. LA - en SN - 1543-5938, 1545-2050 ST - Anxiety, Worry, and Grief in a Time of Environmental and Climate Crisis UR - https://www.annualreviews.org/doi/10.1146/annurev-environ-012220-022716 Y2 - 2022/02/20/07:55:08 L1 - files/24600/Ojala et al_2021_Anxiety, worry, and grief in a time of environmental and climate crisis.pdf ER - TY - JOUR TI - Young people’s coping strategies concerning Climate change: Relations to perceived communication with parents and friends and proenvironmental behavior AU - Ojala, Maria AU - Bengtsson, Hans T2 - Environment and Behavior AB - Taking its departure in the transactional theory of coping and socialization theories, this questionnaire study investigates how coping with climate change among late adolescents (N = 705) relates to proenvironmental behavior and communication with significant others about societal problems. Deemphasizing the problem was negatively associated with proenvironmental behavior, whereas problem-focused and meaning-focused coping were positively associated with proenvironmental behavior. Two communication patterns with fathers, mothers, and friends were identified: one solution oriented and supportive, and one dismissive and doom-and-gloom oriented. The positive patterns correlated positively with problem-focused and meaning-focused coping, whereas the negative patterns correlated positively with deemphasizing. Communication with fathers was particularly important in explaining deemphasizing and problem-focused coping. A structural equation modeling (SEM) analysis showed that coping mediates the effects of communication patterns on behavior, whereas problem-focused coping mediates the influence of other coping strategies on behavior. The study demonstrates the importance of considering coping as a factor in the socialization of proenvironmental behavior. DA - 2019/10/01/ PY - 2019 DO - 10.1177/0013916518763894 DP - SAGE Journals VL - 51 IS - 8 SP - 907 EP - 935 J2 - Environment and Behavior LA - en SN - 0013-9165 ST - Young People’s Coping Strategies Concerning Climate Change UR - https://doi.org/10.1177/0013916518763894 Y2 - 2022/02/20/07:52:50 L1 - files/24601/Ojala_Bengtsson_2019_Young people’s coping strategies concerning Climate change.pdf KW - climate change KW - communication KW - coping KW - proenvironmental behavior KW - socialization KW - youth ER - TY - CHAP TI - Kritische Reflexionen zur Genese und aktuellen Verankerung der Nachhaltigkeit in den Mindeststandards der Ausbildungsordnungen AU - Kaiser, Franz AU - Schwarz, Henrik T2 - Berufsbildung für nachhaltige Entwicklung. Umsetzungsbarrieren und interdisziplinäre Forschungsfragen A2 - Michaelis, Christian A2 - Berding, Florian AB - Im Zentrum des Sammelbandes stehen Forschungsfragen zur Implementierung des Themas Nachhaltigkeit in die Berufsbildung. In den seit August 2021 geltenden Standardberufsbildpositionen ist "Nachhaltigkeit" als verbindlicher Teil von Ausbildungsordnungen festgeschrieben. Offen ist allerdings, wie das Prinzip der Nachhaltigkeit in der Berufsbildungspraxis umgesetzt werden soll. In den Beiträgen zeigen sich die Vielfältigkeit des Themas und Ansatzpunkte, um eine nachhaltige Transformation in der beruflichen Bildung zu realisieren. Der Fokus liegt auf dem Spannungsverhältnis von verschiedenen Ansätzen, den Bedürfnissen der Beteiligten und Lösungswegen. Sichtbar wird ein Konfliktpotenzial, das sowohl auf theoretisch-konzeptioneller als auch auf praktischer Ebene bearbeitet werden muss. Ziel ist es neue Impulse für Forschung, Lehre und Praxis zu setzen, um Umsetzungsbarrieren einer Berufsbildung für nachhaltige Entwicklung (BBNE) zu bewältigen und Spannungen konstruktiv zu nutzen. CY - Bielefeld DA - 2022/// PY - 2022 DP - ResearchGate SP - 115 EP - 131 PB - wbv Publikation SN - 978-3-7639-7043-8 L1 - files/24781/Kaiser_Schwarz_2022_Kritische Reflexionen zur Genese und aktuellen Verankerung der Nachhaltigkeit.pdf L4 - https://www.researchgate.net/publication/357242579_Berufsbildung_fur_nachhaltige_Entwicklung_-_Umsetzungsbarrieren_und_interdisziplinare_Forschungsfragen ER - TY - JOUR TI - Competences for solving complex problems: A cross-sectional survey on higher education for sustainability learning and transdisciplinarity AU - Risopoulos-Pichler, Filippina AU - Daghofer, Fedor AU - Steiner, Gerald T2 - Sustainability AB - Successfully coping with complex, real-world challenges, such as those related to sustainable development and the resilience of coupled human–environment systems, calls increasingly for adapted forms of education and extended competences. Hence, we argue that, beyond knowledge and expertise in professional domains, additionally, personal, systemic, creative, and sociocultural competences are required to meet such challenges. Herefor, institutions of higher and continuing education play a crucial role. In this paper, universities as institutions of higher education are critically considered in relation to delivering education for sustainable development by raising awareness and providing the necessary competences to cope with complex problems such as sustainable development through effective forms of higher and continuing education as well as training. Research on attitudes and perceptions regarding sustainable development and the perceived need for comprehensive competences required to deal with such complex problems is still lacking. Our study provides a first attempt to elucidate core aspects of these attitudes, perceptions, and competences aiming to contribute to future, more tailored education approaches. We discuss the outcomes of a survey on sustainability in teaching and learning conducted at four Austrian universities. The analyzed sample comprised 3200 students as the recipients of, and 498 lecturers as the providers of, sustainability education in various academic disciplines at four distinct Austrian universities. Applying a questionnaire-based investigation of self-reported sustainability-related perceptions, attitudes, and competences and conducting factor analysis and cluster analysis, five sustainability types were identified that revealed a type of specific core awareness of sustainability and the perception of required competences related to sustainable development. The results presented are positioned to build a basis for further investigation that goes beyond the self-reported assessments to enable a comparison with sustainability-related, real-world problem-solving performance. DA - 2020/01// PY - 2020 DO - 10.3390/su12156016 DP - www.mdpi.com VL - 12 IS - 15 SP - 6016 LA - en SN - 2071-1050 ST - Competences for Solving Complex Problems UR - https://www.mdpi.com/2071-1050/12/15/6016 Y2 - 2022/03/02/07:40:57 L1 - files/24784/Risopoulos-Pichler et al_2020_Competences for solving complex problems.pdf L2 - files/24783/htm.html KW - resilience KW - transdisciplinarity KW - sustainable development KW - C2P2S Competence Framework KW - complex problems KW - coupled human–environment system KW - higher-education institutions (HEIs) KW - problem-solving competences KW - SD values KW - sustainable development goals (SDGs) ER - TY - BOOK TI - No limits to learning: Bridging the human gap: A report to the club of rome AU - Botkin, James W. AU - Elmandjra, Mahdi AU - Malitza, Mircea CY - Oxford; New York DA - 1979/// PY - 1979 ET - 1st Edition PB - Pergamon Press UR - https://www.elsevier.com/books/no-limits-to-learning/9780080247045 Y2 - 2022/03/01/08:53:58 L2 - files/24790/9780080247045.html ER - TY - JOUR TI - Transdisciplinary collaboration in environmental research AU - Pohl, Christian T2 - Futures AB - One aim of transdisciplinary research is to get natural and social scientists to collaborate, so as to achieve an integrated view of a subject that goes beyond the viewpoints offered by any particular discipline. The question of how transdisciplinary approaches can be practised remains a challenge, however, if the quantitative and the qualitative sciences are both to be included. To explore this question, a series of qualitative interviews was conducted with researchers involved in two recent Swiss and Swedish research programmes. In both these programmes natural and social scientists had to collaborate in problem-driven environmental research. Three findings from these interviews are discussed in this paper: (a) that the researchers have more reasons to offer for non-collaboration than for collaboration, and that most of the thinking about transdisciplinary collaboration takes place at the level of programme management, (b) that the researchers should be classified as Detached Specialists or Engaged Problem Solvers rather than as natural and social scientists, and (c) that if collaboration evolves in a problem-driven research environment it tends to take the form of division of labour. The conclusion this paper draws for problem-driven research is that, paradoxically, the pressure to produce usable results should be reduced if collaboration is to emerge. DA - 2005/12/01/ PY - 2005 DO - 10.1016/j.futures.2005.02.009 DP - ScienceDirect VL - 37 IS - 10 SP - 1159 EP - 1178 J2 - Futures LA - en SN - 0016-3287 UR - https://www.sciencedirect.com/science/article/pii/S0016328705000443 Y2 - 2022/02/23/07:07:13 L2 - files/24809/S0016328705000443.html ER - TY - BOOK TI - Berufsbildung für nachhaltige Entwicklung. Die Modellversuche 2015-2019 auf dem Weg vom Projekt zur Struktur A3 - Melzig, Christian A3 - Kuhlmeier, Werner A3 - Kretschmer, Susanne CY - Bonn DA - 2021/// PY - 2021 Y2 - 2022/02/23/07:00:33 L2 - files/24810/16974.html ER - TY - JOUR TI - Educating academic staff to reorient curricula in ESD AU - Biasutti, Michele AU - Makrakis, Vassilios AU - Concina, Eleonora AU - Frate, Sara T2 - International Journal of Sustainability in Higher Education AB - Purpose – The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused on reorienting university curricula to address sustainability. The project included revising curricula to phase sustainable development principles into university courses. DA - 2018/01/02/ PY - 2018 DO - 10.1108/IJSHE-11-2016-0214 DP - DOI.org (Crossref) VL - 19 IS - 1 SP - 179 EP - 196 J2 - IJSHE LA - en SN - 1467-6370 UR - https://www.emerald.com/insight/content/doi/10.1108/IJSHE-11-2016-0214/full/html Y2 - 2022/02/23/06:54:33 L1 - files/24811/Biasutti et al_2018_Educating academic staff to reorient curricula in ESD.pdf ER - TY - JOUR TI - Für Nachhaltigkeit bilden? Bildung für Nachhaltige Entwicklung für Hochschullehrende an Universitäten in Österreich AU - Hübner, Renate AU - Weber, Mirjam AU - Lindenthal, Thomas AU - Rauch, Franz T2 - GAIA – Ecological Perspectives for Science and Society AB - Um die Sustainable Development Goals umzusetzen, ist es erforderlich, Nachhaltigkeit in alle Bildungsebenen und -formen zu integrieren. Dies gilt nicht zuletzt für die Weiterbildung der Hochschullehrenden. Die Verfasstheit des Nachhaltigkeitskonzepts ‐ sein normativer und transformatorischer Anspruch ohne die gesellschaftliche Entwicklung durch zu enge Vorgaben zu begrenzen ‐ stellt Bildungsprozesse vor besondere Herausforderungen, vor allem wenn man der Komplexität und Dynamik mittels inter- und transdisziplinärer Perspektiven gerecht werden möchte. In einer nach wie vor disziplinär strukturierten Hochschullandschaft keine Kleinigkeit. In Österreich gibt es dafür einen vielfältig strukturierten inner- und interuniversitären Austausch. DA - 2020/03/27/ PY - 2020 DO - 10.14512/gaia.29.1.17 DP - IngentaConnect VL - 29 IS - 1 SP - 70 EP - 72 J2 - GAIA - Ecological Perspectives for Science and Society ST - Für Nachhaltigkeit bilden? KW - Austria KW - peer learning KW - Sustainability Teaching in Higher Education KW - Sustainable Development Goals (SDGs) KW - vocational training ER - TY - BOOK TI - Learn for our planet: A global review of how environmental issues are integrated in education A3 - UNESCO CY - Paris DA - 2021/// PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000377362 Y2 - 2022/02/22/07:03:09 L2 - files/24812/pf0000377362.html ER - TY - JOUR TI - Curriculum change in universities: Conditions that facilitate education for sustainable development AU - Harpe, Barbara de la AU - Thomas, Ian T2 - Journal of Education for Sustainable Development AB - Many universities have begun to introduce curriculum innovation and change to facilitate the curricular integration of generic skills underlying education for sustainable development (ESD). However, the literature and research in the area to date show few successful examples of comprehensive large-scale curriculum change. From the literature on curriculum change in universities, we identify the conditions that have been reported to facilitate such change. We then report on two surveys that explored academic perceptions of the conditions that influence curriculum change, one of a sample of Australian academics and the other of a sample of international academics involved with ESD. We discuss the survey findings and outline implications for those attempting to introduce ESD curriculum change at universities. DA - 2009/03/01/ PY - 2009 DO - 10.1177/097340820900300115 DP - SAGE Journals VL - 3 IS - 1 SP - 75 EP - 85 J2 - Journal of Education for Sustainable Development LA - en SN - 0973-4082 ST - Curriculum Change in Universities UR - https://doi.org/10.1177/097340820900300115 Y2 - 2022/02/22/06:59:10 L1 - files/24813/Harpe_Thomas_2009_Curriculum change in universities.pdf ER - TY - RPRT TI - uniko-Manifest für Nachhaltigkeit AU - Österreichische Universitätenkonferenz CY - Wien DA - 2020/// PY - 2020 UR - https://uniko.ac.at/modules/download.php?key=21707_DE_O&f=1&jt=7906&cs=02F6 Y2 - 2022/02/22/ L1 - files/25486/Österreichische Universitätenkonferenz_2020_uniko-Manifest für Nachhaltigkeit.pdf ER - TY - ELEC TI - Bildung für Nachhaltige Entwicklung AU - Allianz Nachhaltige Universitäten in Österreich AB - Universitäten university Nachhaltigkeit sustainability Allianz Austria Österreich Green Campus Universitätsmanagement Initiative LA - de-DE UR - https://nachhaltigeuniversitaeten.at/arbeitsgruppen/bildung-fuer-nachhaltige-entwicklung/ Y2 - 2022/03/10/13:47:51 L2 - files/24946/bildung-fuer-nachhaltige-entwicklung.html ER - TY - CHAP TI - ESD coalition of preschool and municipality: A German perspective on early childhood education for sustainability AU - Stoltenberg, Ute AU - Benoist-Kosler, Barbara T2 - Researching Early Childhood Education for Sustainability A2 - Elliott, Sue A2 - Ärlemalm-Hagsér, Eva A2 - Davis, Julie AB - Education for sustainable development (ESD) has the potential to stimulate and promote both the goals of quality early childhood education (ECE) and sustainable development at the local level. Especially since the UN Decade of Education for Sustainable Development 2005–2014 (UN DESD) (UNESCO, 2005), efforts have been made to integrate ECE into the ESD discourse in Germany. This paper traces the subsequent changes in educational practice in preschools and outlines the strategies and measures employed to this end. The Kindergarten and Energy (KIEN) project “Preschools and the Energy Transition: Development of Model Educational Practice, Staff Qualification and Municipal Integration” has shown how collaboration amongst preschools and municipal partners (including parents) can be developed to help meet these two goals. Ten case studies in the KIEN project illustrated that, when supported by ESD professional development activities and by practitioners with expertise on sustainability issues, preschool teaching staff can be qualified and motivated to act as “change agents” for sustainable development. The implementation of the UNESCO Global Action Programme (GAP) (UNESCO, 2014) in Germany has offered a framework to help ensure that ESD not only depended on individual promoters and projects, but was also structurally anchored. The KIEN project demonstrated that preschools can become a place of learning about sustainable development in the community for children and adults alike. An important implication of the KIEN project was that ESD should be integral to education policy-making at a municipal level, and specifically, in the area of early childhood education. DA - 2020/// PY - 2020 PB - Routledge SN - 978-0-429-44676-4 ST - ESD Coalition of Preschool and Municipality ER - TY - CHAP TI - Potentiale für Kinder und Gesellschaft. Frühkindliche Bildung als Bildung für eine nachhaltige Entwicklung AU - Stoltenberg, Ute T2 - Krisen- und Transformationsszenarios. Frühkindpädagogik, Resilienz & Weltaktionsprogramm. A2 - Umweltdachverband GmbH T3 - Bildung für nachhaltige Entwicklung CY - Wien DA - 2014/// PY - 2014 DP - Fachportal Pädagogik SP - 47 EP - 57 PB - FORUM Umweltbildung im Umweltdachverband SN - 978-3-900717-76-6 KW - Nachhaltigkeit KW - Aufsatzsammlung KW - Umweltschutz KW - Lernen KW - Pädagogik KW - Umwelterziehung KW - Umweltpsychologie ER - TY - BOOK TI - Modellprojekte verändern die Bildungslandschaft: Am Beispiel des Projekts "Leuchtpol. Energie & Umwelt neu erleben!" Bildung für eine nachhaltige Entwicklung im Elementarbereich. AU - Stoltenberg, Ute AU - Benoist, Barbara AU - Kosler, Thorsten T2 - Bildung für eine nachhaltige Entwicklung in Kindergarten und Grundschule. Lüneburger Beiträge. 2 CY - Bad Homburg v.d.H. DA - 2013/// PY - 2013 DP - Fachportal Pädagogik SP - 313 PB - VAS, Verl. für Akad. Schriften SN - 978-3-88864-515-0 ST - Modellprojekte verändern die Bildungslandschaft KW - Nachhaltigkeit KW - Vorschulerziehung ER - TY - BOOK TI - KITA21 - Die Zukunftsgestalter. Mit Bildung für eine nachhaltige Entwicklung Gegenwart und Zukunft gestalten A3 - Stoltenberg, Ute A3 - Thielebein, Ralf AB - Das Modellprojekt KITA21 ist ein Kooperationsprojekt von Wissenschaft und Praxis. Es zeigt, dass auch Kindergartenkinder sich bereits Sichtweisen, Wissen und CY - München DA - 2011/// PY - 2011 LA - de PB - oekom verlag SN - 978-3-86581-266-7 UR - https://www.oekom.de/buch/kita21-die-zukunftsgestalter-9783865812667 Y2 - 2022/03/09/18:19:51 L2 - files/24963/kita21-die-zukunftsgestalter-9783865812667.html ER - TY - BOOK TI - Bildung für nachhaltige Entwicklung: eine Roadmap A3 - UNESCO CY - Paris; Bonn DA - 2021/// PY - 2021 SP - 67 SN - 978-92-3-000149-0 UR - https://unesdoc.unesco.org/ark:/48223/pf0000379488 Y2 - 2022/03/07/07:09:27 L2 - files/25038/pf0000379488.html ER - TY - CHAP TI - Entwicklung einer demokratischen Schulkultur auf Organisations-, Unterrichts- und interpersoneller Ebene, Option 04_18 AU - Deisenrieder, Veronika T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/SDG_04_Option_04_18.pdf L1 - files/25398/Deisenrieder_2021_Entwicklung einer demokratischen Schulkultur auf Organisations-, Unterrichts-.pdf ER - TY - CHAP TI - Aufbau bzw. Weiterentwicklung von Rahmenbedingungen für eine demokratische und partizipative Kultur an österreichischen Schulen zur Förderung von Frieden und nachhaltiger Entwicklung, Option 04_07 AU - Blaha, Georg AU - Rauch, Franz AU - Lindenthal, Thomas T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/Option_04_07.pdf L1 - files/25397/Blaha et al_2021_Aufbau bzw.pdf ER - TY - BOOK TI - Berufsbildung für nachhaltige Entwicklung. Umsetzungsbarrieren und interdisziplinäre Forschungsfragen A3 - Michaelis, Christian A3 - Berding, Florian AB - Im Zentrum des Sammelbandes stehen Forschungsfragen zur Implementierung des Themas Nachhaltigkeit in die Berufsbildung. In den seit August 2021 geltenden Standardberufsbildpositionen ist "Nachhaltigkeit" als verbindlicher Teil von Ausbildungsordnungen festgeschrieben. Offen ist allerdings, wie das Prinzip der Nachhaltigkeit in der Berufsbildungspraxis umgesetzt werden soll. In den Beiträgen zeigen sich die Vielfältigkeit des Themas und Ansatzpunkte, um eine nachhaltige Transformation in der beruflichen Bildung zu realisieren. Der Fokus liegt auf dem Spannungsverhältnis von verschiedenen Ansätzen, den Bedürfnissen der Beteiligten und Lösungswegen. Sichtbar wird ein Konfliktpotenzial, das sowohl auf theoretisch-konzeptioneller als auch auf praktischer Ebene bearbeitet werden muss. Ziel ist es neue Impulse für Forschung, Lehre und Praxis zu setzen, um Umsetzungsbarrieren einer Berufsbildung für nachhaltige Entwicklung (BBNE) zu bewältigen und Spannungen konstruktiv zu nutzen. CY - Bielefeld DA - 2022/// PY - 2022 DP - ResearchGate PB - wbv Publikation SN - 978-3-7639-7043-8 ER - TY - RPRT TI - Masterplan zur Sicherstellung der Humanressourcen im Bereich „Erneuerbare Energie“ AU - Nindl, Sigrid AU - Geiger, Gerhard AU - Fechner, Johannes AU - Selinger, Johannes AU - Hausner, Beatrix AU - Supper, Susanne A2 - Klima- und Energiefonds CY - Wien DA - 2013/// PY - 2013 UR - https://www.klimafonds.gv.at/wp-content/uploads/sites/16/BGR0032013FSneueEnergien2020v2-2.pdf Y2 - 2022/03/10/15:14:26 L1 - files/25225/Nindl et al_2013_Masterplan zur Sicherstellung der Humanressourcen im Bereich „Erneuerbare.pdf ER - TY - JOUR TI - Introducing MOOCs to Austrian universities – Is it worth it to accept the challenge? AU - Kopp, Michael AU - Ebner, Martin AU - Dorfer-Novak, Alexandra T2 - The International Journal for Innovation and Quality in Learning AB - The paper deals with necessary requirements to implement MOOCs at European universities, by the example of Austria. As the respective general conditions and business environments are obviously different from the university system in the United States, the analysis of advantages and obstacles of offering MOOCs is done from a local point of view including lecturers’ and students’ perspectives as well as necessary preconditions that have to be established by the universities and the government. Thereby, challenges in the fields of content creation, the supply of MOOCs, the assessment of knowledge and the development of business models are pointed out and discussed. DA - 2014/// PY - 2014 DP - Zotero VL - 2 IS - 3 SP - 46 EP - 52 LA - en UR - https://unipub.uni-graz.at/obvugroa/download/pdf/366958?originalFilename=true L1 - files/25512/Kopp et al_2014_Introducing MOOCs to Austrian universities – Is it worth it to accept the.pdf ER - TY - CHAP TI - MOOCs, learning analytics and OER: An impactful trio for the future of education! AU - Ebner, Martin AU - Schön, Sandra T2 - Computer Supported Education A2 - Lane, H. Chad A2 - Zvacek, Susan A2 - Uhomoibhi, James T3 - Communications in Computer and Information Science AB - This paper discusses the general thesis that massive open online courses (in short MOOC), open educational resources (in short OER) and learning analytics are an impactful trio for future education, especially if combined. The contribution bases upon our practical experience as service providers and researchers in the department “Educational Technology” at Graz University of Technology (TU Graz) in Austria. The team members provide support to lecturers, teachers and researchers in these addressed fields for several years now, for example as host of the MOOC platform iMooX.at, providing only OER since 2015. Within this contribution, we will show, against some doubtful or conflicting opinions and positions, that (a) MOOCs are opening-up education; (b) learning analytics give insights and support learning, not only online learning, if implemented in MOOCs; and (c) that OER has the potential for sustainable resources, innovations and even more impact, especially if implemented in MOOCs. CY - Cham DA - 2021/// PY - 2021 DP - DOI.org (Crossref) SP - 21 EP - 36 LA - en PB - Springer SN - 978-3-030-86438-5 978-3-030-86439-2 ST - MOOCs, Learning Analytics and OER SV - 1473 UR - https://link.springer.com/10.1007/978-3-030-86439-2_2 Y2 - 2022/03/16/12:44:59 L1 - files/25513/Ebner_Schön_2021_MOOCs, learning analytics and OER.pdf ER - TY - JOUR TI - Sustainability in the digital age: Intended and unintended consequences of digital technologies for sustainable development AU - Bohnsack, René AU - Bidmon, Christina M. AU - Pinkse, Jonatan T2 - Business Strategy and the Environment DA - 2021/// PY - 2021 DO - 10.1002/bse.2938 DP - DOI.org (Crossref) VL - 31 IS - 2 SP - 599 EP - 602 J2 - Bus Strat Env LA - en SN - 0964-4733, 1099-0836 ST - Sustainability in the digital age UR - https://onlinelibrary.wiley.com/doi/10.1002/bse.2938 Y2 - 2022/03/16/12:33:21 L1 - files/25514/Bohnsack et al_2021_Sustainability in the digital age.pdf ER - TY - JOUR TI - Identifying effective climate change education strategies: A systematic review of the research AU - Monroe, Martha C. AU - Plate, Richard R. AU - Oxarart, Annie AU - Bowers, Alison AU - Chaves, Willandia A. T2 - Environmental Education Research AB - Increased interest in climate change education and the growing recognition of the challenges inherent to addressing this issue create an opportunity to conduct a systematic review to understand what research can contribute to our ideas about effective climate change education. An academic database, EBSCOhost, was used to identify 959 unique citation records addressing climate change education. Of these, 49 sources met the criteria of focusing on assessment of climate change education interventions. Analysis of these sources examined the intervention purpose, assessment methodology, and identified strategies that might result in effective interventions. Two themes were identified that are common to most environmental education: (1) focusing on personally relevant and meaningful information and (2) using active and engaging teaching methods. Four themes specific to issues such as climate change were also generated: (1) engaging in deliberative discussions, (2) interacting with scientists, (3) addressing misconceptions, and (4) implementing school or community projects. Suggestions for addressing controversial topics like climate change are offered. DA - 2017/// PY - 2017 DO - 10.1080/13504622.2017.1360842 DP - DOI.org (Crossref) VL - 25 IS - 6 SP - 791 EP - 812 J2 - Environmental Education Research LA - en SN - 1350-4622, 1469-5871 ST - Identifying effective climate change education strategies UR - https://www.tandfonline.com/doi/full/10.1080/13504622.2017.1360842 Y2 - 2022/03/16/12:27:34 L1 - files/25515/Monroe et al_2017_Identifying effective climate change education strategies.pdf ER - TY - BOOK TI - Das Sozioökonomische Curriculum AU - Hedtke, Reinhold AB - Hedtke, Das Sozioökonomische Curriculum, 2018, Buch, Fachbuch, 978-3-7344-0730-7. Bücher schnell und portofrei CY - Frankfurt am Main DA - 2018/// PY - 2018 LA - de PB - Wochenschau Verlag SN - 978-3-7344-0730-7 Y2 - 2022/03/16/12:19:53 L2 - files/25516/27313376.html ER - TY - JOUR TI - Sozioökonomische Bildung als ein zentrales Paradigma für den Lehrplan „Geographie und Wirtschaftliche Bildung“ 2020 der Sekundarstufe I AU - Fridrich, Christian T2 - GW-Unterricht AB - Bereits mit den GW-Lehrplänen 1985 und 2000 wurde eine sozialwissenschaftliche Orientierung des Faches eingeleitet, die mit der aktuellen Lehrplangestaltung unter Integration von Ansätzen und Prinzipien der sozioökonomischen Bildung fortgeführt, verfeinert und vertieft wurde. Es wird den Fragen nachgegangen, in welcher Weise und für welche Bereiche Konzepte und Ergebnisse des aktuellen Diskurses der sozioökonomischen Bildung sowie diesbezügliche empirische Befunde in die Gestaltung des neuen Lehrplans für das Fach „Geographie und Wirtschaftliche Bildung“ integriert wurden. Aus differenzierten Analysen wird erkennbar, dass diese Integration systematisch, umfassend, für alle Bereiche des Lehrplans und bezüglich aller Kompetenzformulierungen erfolgte. DA - 2020/// PY - 2020 DO - 10.1553/gw-unterricht158s21 DP - DOI.org (Crossref) VL - 158 IS - 2/2020 SP - 21 EP - 33 J2 - gwu LA - de SN - 2077-1517, 2414-4169 UR - https://hw.oeaw.ac.at?arp=0x003b9a98 Y2 - 2022/03/16/12:18:44 L1 - files/25517/Fridrich_2020_Sozioökonomische Bildung als ein zentrales Paradigma für den Lehrplan.pdf ER - TY - JOUR TI - Socio-economic education in the school subject 'geography and economics education' in Austria: History, trends, issues and attitudes AU - Fridrich, Christian T2 - International Journal of Pluralism and Economics Education AB - The teaching subject of geography and economics education is one of the most important contexts for socio-economic education in Austrian schools. In general (but not vocational) schools it is taught nationwide through the entire secondary phase (years 5 to 12). Following two paradigm shifts, economics is understood as embedded in society and subject to influence: the focus is on people acting in spatial and economic societal contexts. These developments are outlined, and selected empirical findings from a larger study are reported. A survey of secondary school teachers of geography and economics education in Vienna investigated the popularity of the subject among teachers and their assessments of interest among students. The findings are discussed, along with the significance of the social science for geography and economics education as an integrated subject. The findings clearly support preserving this multi-perspective and avoiding a mono-disciplinary subject of economics. DA - 2019/// PY - 2019 DO - 10.1504/IJPEE.2019.106129 DP - www.inderscienceonline.com VL - 10 IS - 4 SP - 383 EP - 400 LA - en ST - Socio-economic education in the school subject 'geography and economics education' in Austria UR - https://www.inderscienceonline.com/doi/abs/10.1504/IJPEE.2019.106129 AN - world Y2 - 2022/03/16/12:16:37 L2 - files/25518/IJPEE.2019.html ER - TY - BOOK TI - Sozialwissenschaftliche Bildung. Politik – Wirtschaft – Gesellschaft A3 - Engartner, Tim A3 - Hedtke, Reinhold A3 - Zurstrassen, Bettina AB - Studierenden, Lehrenden und Referendar*innen von Fächern wie Politik, Politik und Gesellschaft, Politik und Wirtschaft, Wirtschaft/Politik, Gemeinschaftskunde, Gesellschaftslehre, Arbeitslehre, Sozia CY - Paderborn DA - 2021/// PY - 2021 DP - www.plautz.at LA - de PB - Ferdinand Schöningh SN - 978-3-8252-5396-7 UR - https://www.plautz.at/item/Sozialwissenschaftliche_Bildung/Tim_Engartner/Reinhold_Hedtke/Bettina_Zurstrassen/42837250 Y2 - 2022/03/16/12:12:55 L2 - files/25519/42837250.html ER - TY - BOOK TI - Was ist gute ökonomische Bildung? Leitfaden für den sozioökonomischen Unterricht A3 - Engartner, Tim A3 - Famulla, Gerd-E. A3 - Fischer, Andreas A3 - Fridrich, Christian A3 - Hantke, Harald A3 - Hedtke, Reinhold A3 - Weber, Birgit A3 - Zurstrassen, Bettina CY - Frankfurt am Main DA - 2019/// PY - 2019 DP - fox.leuphana.de LA - German PB - Wochenschau-Verlag SN - 978-3-7344-0830-4 978-3-7344-0831-1 ST - Was ist gute ökonomische Bildung? UR - http://fox.leuphana.de/portal/en/publications/was-ist-gute-oekonomische-bildung-leitfaden-fur-den-soziooekonomischen-unterricht(f2107f49-0d98-4c27-99db-0ed266b0ecda).html Y2 - 2022/03/16/12:06:00 L2 - files/25520/was-ist-gute-oekonomische-bildung-leitfaden-fur-den-soziooekonomischen-unterricht(f2107f49-0d98.html ER - TY - JOUR TI - Die integrative Kraft sozioökonomischer Bildung – oder: Herausforderungen für die sozialwissenschaftliche Kontextualisierung wirtschaftlicher Phänomene und ökonomischer Logiken AU - Engartner, Tim T2 - GW-Unterricht DA - 2019/// PY - 2019 DO - 10.1553/gw-unterricht153s20 DP - DOI.org (Crossref) VL - 153 IS - 1/2019 SP - 20 EP - 26 J2 - gwu LA - de SN - 2077-1517, 2414-4169 ST - Die integrative Kraft sozioökonomischer Bildung – oder UR - https://hw.oeaw.ac.at?arp=0x003a581c Y2 - 2022/03/16/12:03:58 L1 - files/25521/Engartner_2019_Die integrative Kraft sozioökonomischer Bildung – oder.pdf ER - TY - CHAP TI - An allen Hochschulen Nachhaltigkeitsstrategien partizipativ entwickeln und implementieren, Option 04_09 AU - Bohunovsky, Lisa AU - Bernhard, Andrea AU - Salicites, Katharina AU - Weber, Mirjam AU - Mayr, Helga AU - Herzog, Julia T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/SDG_04_Option_04_09.pdf L1 - files/25406/Bohunovsky et al_2021_An allen Hochschulen Nachhaltigkeitsstrategien partizipativ entwickeln und.pdf ER - TY - CHAP TI - Schaffung von projektorientierten Handlungs- und Reflexionsräumen für die Arbeit an realweltlichen Fallbeispielen im Kontext nachhaltiger Entwicklung, Option 04_06 AU - Oberrauch, Anna AU - Steiner, Regina T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/SDG_04_Option_04_06.pdf L1 - files/25405/Oberrauch_Steiner_2021_Schaffung von projektorientierten Handlungs- und Reflexionsräumen für die.pdf ER - TY - CHAP TI - Bildungskonzepte für nachhaltige Entwicklung in allen Studienplänen an Universitäten und Hochschulen verankern, Option 04_10 AU - Allmer, Thomas AU - Keller, Lars AU - Rauch, Franz AU - Weberhofer, Caroline AU - Weber, Mirjam AU - Bates, Romana AU - Gruber, Bettina AU - Hübner, Renate AU - Kernegger, Margarete AU - Scherling, Josefina AU - Ratiu, Anca T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/Option_04_10.pdf L1 - files/25404/Allmer et al_2021_Bildungskonzepte für nachhaltige Entwicklung in allen Studienplänen an.pdf ER - TY - CHAP TI - Verankerung von Bildung für nachhaltige Entwicklung im bundesländerübergreifenden BildungsRahmenPlan für elementare Bildungseinrichtungen in Österreich, Option 04_03 AU - Weberhofer, Caroline AU - Glettler, Christiana AU - Benoist-Kosler, Barbara T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/Option_04_03.pdf L1 - files/25403/Weberhofer et al_2021_Verankerung von Bildung für nachhaltige Entwicklung im.pdf ER - TY - CHAP TI - Etablierung von BNE-Weiterbildungsprogrammen für Hochschullehrende an Universitäten und Hochschulen, Option 04_11 AU - Hübner, Renate T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/SDG_04_Option_04_11.pdf L1 - files/25402/Hübner_2021_Etablierung von BNE-Weiterbildungsprogrammen für Hochschullehrende an.pdf ER - TY - CHAP TI - Lehrer_innenbildung für Nachhaltige Entwicklung, Option 04_05 AU - Rauch, Franz AU - Risopoulos-Pichler, Filippina AU - Keller, Lars AU - Preiml, Stefanie T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/SDG_04_Option_04_05.pdf L1 - files/25401/Rauch et al_2021_Lehrer_innenbildung für Nachhaltige Entwicklung, Option 04_05.pdf ER - TY - CHAP TI - Verankerung von Konzepten einer Bildung für nachhaltige Entwicklung in der Aus-, Fort- und Weiterbildung der Pädagog_innen in der Elementarpädagogik, Option 04_04 AU - Glettler, Christiana AU - Weberhofer, Caroline AU - Benoist-Kosler, Barbara T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/Option_04_04.pdf L1 - files/25400/Glettler et al_2021_Verankerung von Konzepten einer Bildung für nachhaltige Entwicklung in der.pdf ER - TY - CHAP TI - Digitalisierung im Kontext von Bildung für eine nachhaltige Entwicklung AU - Stoltenberg, Ute AU - Michelsen, Gerd T2 - Nachhaltige Digitalisierung – eine noch zu bewältigende Zukunftsaufgabe A2 - von Hauff, Michael A2 - Reller, Armin CY - Wiesbaden DA - 2020/// PY - 2020 SP - 49 EP - 64 PB - Hessischen Landeszentrale für politische Bildung SN - 978-3-943192-55-1 UR - https://hlz.hessen.de/fileadmin/Publikationen/Pdf/006-X620-Nachhaltige-Digitalisierung.pdf Y2 - 2022/03/15/19:03:01 L1 - files/25536/Stoltenberg_Michelsen_2020_Digitalisierung im Kontext von Bildung für eine nachhaltige Entwicklung.pdf ER - TY - JOUR TI - Unintended side effects of the digital transition: European scientists’ messages from a proposition-based expert round table AU - Scholz, Roland AU - Bartelsman, Eric AU - Diefenbach, Sarah AU - Franke, Lude AU - Grunwald, Arnim AU - Helbing, Dirk AU - Hill, Richard AU - Hilty, Lorenz AU - Höjer, Mattias AU - Klauser, Stefan AU - Montag, Christian AU - Parycek, Peter AU - Prote, Jan AU - Renn, Ortwin AU - Reichel, André AU - Schuh, Günther AU - Steiner, Gerald AU - Viale Pereira, Gabriela T2 - Sustainability DA - 2018/06/13/ PY - 2018 DO - 10.3390/su10062001 DP - DOI.org (Crossref) VL - 10 IS - 6 SP - 2001 J2 - Sustainability LA - en SN - 2071-1050 ST - Unintended Side Effects of the Digital Transition UR - http://www.mdpi.com/2071-1050/10/6/2001 Y2 - 2022/03/15/18:53:48 L1 - files/25537/Scholz et al_2018_Unintended side effects of the digital transition.pdf ER - TY - CHAP TI - Education for sustainability through massive open online courses (MOOCs) AU - Zint, Michaela AU - Porter, Paige AU - Michel, Jessica Ostrow T2 - Nachhaltigkeit und Social Media: Bildung für eine nachhaltige Entwicklung in der digitalen Welt A2 - Bush, Annika A2 - Birke, Jonas AB - A growing number of Massive Open Online Courses (MOOCs) provide participants with the opportunity to learn about and for sustainability. MOOCs include features that resemble social media in that they allow participants to share their passions and interests with others across the globe through discussion forum threads that include “like” and “dislike” options. Like other social media, MOOCs also transcend barriers such as time and location. Because of their educational mission, MOOCs have particular potenzial to support learning that contributes to achieving sustainable development goals (SDGs). Yet, there has been little research on the learning outcomes of MOOCs, including ones focused on sustainability. To address this gap, we conducted an exploratory case study to examine the extent to which a MOOC entitled Act on Climate (AoC) led to cognitive, affective, and behavioral outcomes to support SDG 13: Climate Action. Over 2,008 discussion forum responses from 3,056 learners were analyzed for indicators of gains in knowledge about climate change actions and associated skills (cognitive learning), attitudinal shifts toward engaging in climate change actions (affective learning), and the enactments of mitigation and adaptation behaviors (behavioral learning) linked to the course. Content analysis results provide evidence of increases in knowledge and newly adopted behaviors, followed by shifts in attitudes and gains in action skills associated with participating in AoC. This case study provides evidence that MOOCs can support the type of social learning needed to achieve SDGs. Recommendations are offered for advancing the potenzial of MOOCs to support learning and for needed scholarship. CY - Wiesbaden DA - 2022/// PY - 2022 DP - Springer Link SP - 241 EP - 257 LA - en PB - Springer VS SN - 978-3-658-35660-6 UR - https://doi.org/10.1007/978-3-658-35660-6_12 Y2 - 2022/03/15/18:47:03 KW - Sustainable development KW - Sustainability KW - Climate change KW - Learning KW - Knowledge KW - Behavior KW - MOOC KW - Social media ER - TY - CHAP TI - Digitalisierung und Nachhaltigkeit im schulischen Kontext – Bildungskonzepte für nachhaltige Entwicklung im digitalen Zeitalter, Option 04_08 AU - Dür, Martin AU - Lindenthal, Thomas AU - Keller, Lars AU - Kosler, Thorsten AU - Oberrauch, Anna AU - Kubisch, Susanne AU - Oberauer, Karin AU - Deisenrieder, Veronika AU - Parth, Sandra T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/SDG_04_Option_04_08.pdf L1 - files/25399/Dür et al_2021_Digitalisierung und Nachhaltigkeit im schulischen Kontext – Bildungskonzepte.pdf ER - TY - CHAP TI - When laypeople are right and experts are wrong: Lessons from love canal AU - Fjelland, Ragnar T2 - Ethics of Chemistry A2 - Schummer, Joachim A2 - Børsen, Tom DA - 2021/// PY - 2021 DP - worldscientific.com (Atypon) SP - 195 EP - 219 PB - World Scientific SN - 9789811233531 ST - When Laypeople are Right and Experts are Wrong UR - https://www.worldscientific.com/doi/abs/10.1142/9789811233548_0008 Y2 - 2022/03/15/07:14:21 L1 - files/25570/Fjelland_2021_When laypeople are right and experts are wrong.pdf ER - TY - JOUR TI - Ziele, Strukturen, Wirkungen transformativer Forschung AU - Stelzer, Franziska AU - Becker, Sophia AU - Timm, Jana AU - Adomßent, Maik AU - Simon, Karl-Heinz AU - Schneidewind, Uwe AU - Renn, Ortwin AU - Lang, Daniel AU - Ernst, Andreas T2 - GAIA – Ecological Perspectives for Science and Society AB - Der NaWis-Verbund will Impulse für eine transdisziplinäre und transformative Wissenschaft geben. Dafür wollen die Partnerinstitutionen Forschungsmethoden entwickeln und diese in gesellschaftlich relevanten Problemfeldern anwenden. Zudem sollen Kriterien zur Qualitätssicherung und Wirkungskontrolle erstellt werden. DA - 2018/01/01/ PY - 2018 DO - 10.14512/gaia.27.4.19 DP - IngentaConnect VL - 27 IS - 4 SP - 405 EP - 408 J2 - GAIA - Ecological Perspectives for Science and Society L1 - files/25571/Stelzer et al_2018_Ziele, Strukturen, Wirkungen transformativer Forschung.pdf KW - transdisciplinarity KW - transformative research KW - societal impact ER - TY - ELEC TI - Celsius - der Klimablog von Scientists for Future Österreich AU - Förderverein der Scientists4Future für wissenschaftsbasierte Klimapolitik T2 - Celsius - der Klimablog von Scientists for Future Österreich LA - de-DE UR - https://at.scientists4future.org/ Y2 - 2022/03/15/06:59:38 L2 - files/25572/at.scientists4future.org.html ER - TY - ELEC TI - Fachhochschule OÖ macht sich für Nachhaltigkeit stark AU - Austria Presse Agentur Science DA - 2021/10/14/ PY - 2021 LA - de-DE UR - https://science.apa.at/power-search/11864338614901978558 Y2 - 2022/03/15/11:42:13 L2 - files/25556/11864338614901978558.html ER - TY - JOUR TI - Art for change: Transformative learning and youth empowerment in a changing climate AU - Bentz, Julia AU - O’Brien, Karen T2 - Elementa: Science of the Anthropocene AB - Young people represent a powerful force for social change, and they have an important role to play in climate change responses. However, empowering young people to be “systems changers” is not straightforward. It is particularly challenging within educational systems that prioritize instrumental learning over critical thinking and creative actions. History has shown that by creating novel spaces for reflexivity and experimentation, the arts have played a role in shifting mindsets and opening up new political horizons. In this paper, we explore the role of art as a driver for societal transformation in a changing climate and consider how an experiment with change can facilitate reflection on relationships between individual change and systems change. Following a review of the literature on transformations, transformative learning and the role of art, we describe an experiment with change carried out with students at an Art High School in Lisbon, Portugal, which involved choosing one sustainable behavior and adopting it for 30 days. A transformative program encouraged regular reflection and group discussions. During the experiment, students started developing an art project about his or her experience with change. The results show that a transformative learning approach that engages students with art can support critical thinking and climate change awareness, new perspectives and a sense of empowerment. Experiential, arts-based approaches also have the potential to create direct and indirect effects beyond the involved participants. We conclude that climate-related art projects can serve as more than a form of science communication. They represent a process of opening up imaginative spaces where audiences can move more freely and reconsider the role of humans as responsible beings with agency and a stake in sustainability transformations. DA - 2019/12/19/ PY - 2019 DO - 10.1525/elementa.390 DP - Silverchair VL - 7 SP - 52 J2 - Elementa: Science of the Anthropocene SN - 2325-1026 ST - ART FOR CHANGE UR - https://doi.org/10.1525/elementa.390 Y2 - 2022/03/15/11:33:31 L1 - files/25558/Bentz_O’Brien_2019_Art for change.pdf L2 - files/25557/ART-FOR-CHANGE-Transformative-learning-and-youth.html ER - TY - BOOK TI - Interlinkages and policy coherence for the sustainable development goals implementation: An operational method to identify trade-offs and co-benefits in a systemic way AU - Miola, A. AU - Borchardt, S. AU - Neher, F. AU - Buscaglia, D. AB - The broad scope and complexity of the Sustainable Development Goals (SDGs) constitute a new challenge for policy. The identification of effective implementation strategies would need to be supported by coordinated policies that take into account the multiple relationships existing between the different dimensions of sustainability. This report proposes an original method to identify and deal with inter-linkages. This method enables the identification of inter-linkages in a systemic way as a pivotal element of science supporting policy coherence for SDGs implementation and consistent with the key principles guiding the 2030 Agenda implementation in the international context. The proposed method consists of two tools adopting two different perspectives. The first tool is based on the review of the current literature on inter-linkages by identifying the main approaches and classifying the literature along them. This exercise allows the development of a first dashboard indicating the "agreed" inter-linkages from the literature. The second dashboard, developed starting from the existing European Union legislation, allows the identification of policy priority areas where the EU added value is maximized and where EU policy nodes can represent the levers to exploit synergies for the SDGs implementation. The combination of the two dashboards provides an effective operational method to develop policy implementation strategies at Goal and target levels which can support the overall policy coherence for sustainable development. CY - Luxembourg DA - 2019/// PY - 2019 DP - Open WorldCat LA - en PB - Publications Office of the European Union SN - 978-92-79-99556-9 ST - Interlinkages and policy coherence for the sustainable development goals implementation UR - http://publications.europa.eu/publication/manifestation_identifier/PUB_KJNA29646ENN Y2 - 2022/03/15/11:20:03 L1 - files/25561/Miola et al_2019_Interlinkages and policy coherence for the sustainable development goals.pdf ER - TY - JOUR TI - Policy: Map the interactions between Sustainable Development Goals AU - Nilsson, Måns AU - Griggs, Dave AU - Visbeck, Martin T2 - Nature DA - 2016/06/15/ PY - 2016 DO - 10.1038/534320a DP - research.monash.edu VL - 534 IS - 7607 SP - 320 EP - 322 LA - English SN - 0028-0836 ST - Policy UR - https://research.monash.edu/en/publications/policy-map-the-interactions-between-sustainable-development-goals Y2 - 2022/03/15/11:25:03 L2 - http://www.ncbi.nlm.nih.gov/pubmed/27306173 L2 - files/25559/policy-map-the-interactions-between-sustainable-development-goals.html ER - TY - GEN TI - UniNEtZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft AU - Allianz Nachhaltige Universitäten in Österreich DA - 2021/// PY - 2021 PB - UniNEtZ – Universitäten und Nachhaltige Entwicklungsziele. Wien. UR - https://www.uninetz.at/optionenbericht_downloads/Von_den_Optionen_zur_Transformation.pdf L1 - files/26646/Allianz Nachhaltige Universitäten in Österreich_2021_UniNEtZ-Optionenbericht.pdf ER - TY - ELEC TI - Klima- und Energie-Modellregionen AU - Schulen in Klima- und Energie-Modellregionen T2 - Klimaschulen UR - https://klimaschulen.at/ Y2 - 2022/06/22/05:45:29 L2 - files/27149/klimaschulen.at.html ER - TY - RPRT TI - Bildung für nachhaltige Entwicklung (BNE) an Hochschulen. Strukturelle Verankerung in Gesetzen, Zielvereinbarungen und Dokumenten der Selbstverwaltung AU - Holst, Jorrit AU - von Seggern, Janne A2 - Freie Universität Berlin A2 - Institut Futur CY - Berlin DA - 2020/// PY - 2020 PB - Arbeitsstelle beim Wissenschaftlichen Berater des UNESCO Weltaktionsprogramms „Bildung für nachhaltige Entwicklung“ L1 - files/27148/Holst_von Seggern_2020_Bildung für nachhaltige Entwicklung (BNE) an Hochschulen.pdf ER - TY - CHAP TI - Verankerung von ÄSTHETISCHER BILDUNG in allen Bereichen des Bildungssystems, Option 04_02 AU - Gsöllpointner, Katharina AU - Mateus-Berr, Ruth T2 - UniNETZ-Optionenbericht: Österreichs Handlungsoptionen für die Umsetzung der UN-Agenda 2030 für eine lebenswerte Zukunft A2 - Allianz Nachhaltige Universitäten in Österreich CY - Wien DA - 2021/// PY - 2021 PB - UniNETZ – Universitäten und Nachhaltige Entwicklungsziele UR - https://www.uninetz.at/optionenbericht_downloads/SDG_04_Option_04_02_pdf.pdf ER -