Suchergebnisse

Transdisciplinary research often utilizes collaborative ways of knowledge production to enable deliberate transformations towards sustainability. Multiple concepts with varying definitions are applied, leading to confusion in the aims and uses of these concepts. In this article, we review five concepts relevant to the current debate on the new collaborative ways of knowledge production in transdisciplinary research. We focus on the concepts of co-creation, co-production, co-design, co-learning, and adaptive co-management in the context of natural resources management (NRM). This study couples a literature review and a conceptual analysis, and aims to clarify definitions, use, the interlinkages of these concepts and to shed light on their intertwined nature. We propose an integrative understanding of the concepts to facilitate collaborative modes and to enable the transformative aims of research processes. To this end, we discuss how to harvest the transformative potential of the "co-concepts" by focusing on reflexivity, power analysis and process orientation. ; publishedVersion ; Peer reviewed

Purpose
Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities' broader transformative sustainability goals.


Design/methodology/approach
This study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities' strategic documents.


Findings
The findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues.


Originality/value
There is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities' broader sustainability goals.