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ISCN 2015 WG 3 Key Findings

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ISCN Working Group 3 Key Findings

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ISCN 2015 WG 3 Key Findings

  1. 1. ISCN 2015 WORKING GROUP 3 BREAK-OUT SESSION
  2. 2. Working Group 3 Principle 3 of the ISCN-GULF Sustainable Campus Charter… Explore how alignment the organization’s core mission with sustainable development, facilities, research, education, and outreach can be achieved by creating “living laboratories” for sustainability. Integration of research, teaching and learning, campus operations and outreach. ISCN 2015
  3. 3. Agenda 2.30-2.45 Welcome, framing & objectives of the session Ariane König, University of Luxembourg 2.45-3.00 Conceptual basis for the session : Co-production as a form of dialogue that reframes university relations and transforms the institution itself James Evans, University of Manchester 3.00-4.00 Cases I -IV • KTH-Sustainability, Goran Finnveden, KTH Royal Institute of Technology • UBC Sustainability Scholars, Victoria Smith, University of British Columbia • Exploring barriers to sustainable behavior, Davis Bookheart, HKUST • Learning and Teaching for a Sustainable Future, Karola Braun-Wanke, Freie Universität Berlin 4.00-4.30 Interactive panel discussion with all presenters 10 min. Coffee break with voting on key themes 4.40-5.10 Work in break out groups on each table - one on each of the 3 key themes 5.10-5.30 Presentations by break-out groups and synthesis and session conclusion ISCN 2015
  4. 4. PLENARY PRESENTATION: KEY FINDINGS Campus as living labs: •A framework to strategically align coproduction activities temporally and thematically. •Projects act as shared territories around which actors coalesce and critically reflect. ISCN 2015
  5. 5. Key findings continued… Collaboration between stakeholders on and beyond campus: •A new vision of the role of Universities in society in the face of accelerating change and growing complexity would help. •Time frame challenges: ◦ Collaborations involve relationship building over years ◦ Time scales of academics and other stakeholders often differ (operations and external) ◦ Solution-oriented research should consider future challenges as well as todays – living labs can serve as platforms for social learning and adaptive management over time. •Aim for strategic engagements: Projects with teachers and schools can offer significant multiplier effects ISCN 2015
  6. 6. Key findings continued Fostering Integration : •An environmental management system can provide a useful platform for integration of change concepts and empirical data collected by operations and researchers. •Job descriptions in the administration include the need to work with researchers and students. •Regular events combining researchers and administration to identify shared themes, with project money on the table •Build a culture of reward for and implementation support for good ideas Fostering attitude/behaviour change: •Coherence with organisational culture and campus environment rqd •Engage hearts, hands and minds •Design learning environments: institutional, virtual and physical meeting places for it. •Universities can learn from the private sector •Ideas are only moved with people – ambassador programmes like Green Monday are effective ISCN 2015
  7. 7. Key Issues Discussed Integration of academia and operations Collaboration with stakeholders beyond the university Lasting sustainable institutional change Attitude to resources and behaviour change Engaging faculty Evaluation/self-evaluation/defining and measuring success Criteria to identify/account for sustainability research Sense of place – situated knowledge Resourcing and scaling Education for instilling curiosity and critical questioning Political influence of universities and reach e.g. universities at COP 21 ISCN 2015
  8. 8. What might ISCN contribute (2015/2016) 1. Scenarios/vision on the role of universities in society? 2. Identify key work themes with stakeholders in a participatory framing process towards a work programme (e.g. private sector and schools, int. govt orgs…). 3. An ISCN Ambassador programme 4. A knowledge resource of living lab projects and elements amenable to meaningful integration of operations and research- and how these relate to global challenges. ISCN 2015
  9. 9. BACK UP SLIDES ISCN 2015
  10. 10. How can we get a more DIRECTED PROCESS for humans to assume new responsibilities and collectively transform our relation to the environment? PROGRESS builds on the joint EVALUATION of and passing judgment on a direction of learning and its application, following criteria of rationality. This process requires CRITICAL DIALECTICS, reflection and fundamentally changes its subject. THE LEARNING ENVIRONMENT is conceived as an integral part of a learning life form, as there is intricate interaction and change in the relation between subject and the context it is embedded in. Jaeggi, R. (1987) Kritik von Lebensformen. Suhrkamp. How can we define progress?

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