Transforming universities:Mobilizing research and education for sustainability transitions at Erasmus University Rotterdam, The Netherlands

The dominant model of universities, especially in the social sciences, is often based upon academic disciplines, objectivity, and a linear knowledge-transfer model. It facilitates competition between academics, educating students for specific professions from an objective, descriptive, and neutral position. This paper argues that this institutional model of universities is inadequate to contribute effectively to societal transitions towards just and sustainable futures. Taking the Erasmus University Rotterdam (EUR), the Netherlands, as an example, this paper illustrates the problems with the dominant (twentieth century) model of universities in the social sciences and explores what strategies universities can develop to transform. It introduces the notions of transformative research and transformative education: transdisciplinary, collaborative, and action-oriented academic work that explicitly aims to support societal transitions. It presents the design impact transition (DIT) platform as an ‘institutional experiment’ at the EUR and a concerted and strategic effort that lays bare current lock-ins of the dominant university model and the kind of institutional work needed to transform universities.</p

Determining faculty capacity for transdisciplinary instruction

The purpose of this study was to develop a reliable and valid survey instrument that would prove useful in identifying faculty with the capacity and inclination to succeed in team-taught, hands-on, transdisciplinary course programming. Using an exploratory, mixed-methods design, the qualitative component consisted of semi-structured interviews of nine experienced X-Labs faculty. The qualitative analysis process identified attributes that were vital to transdisciplinary teaching and demonstrated patterns that were consistent with complex leadership development. During the mixing process, these data were translated into a quantitative instrument. A panel of experts reviewed the prototype instrument and reduced the number of items included in the final instrument. This process formed the basis for the 56 item Faculty Capacity and Inclination Index (FCII). A valid and reliable personality index, the Ten Item Personality Index, was embedded in the instrument\u27s final version, and results were correlated as a test for both duplication and reliability. An exploratory factor analysis was performed on the data collected from the 124 respondents. Communalities were all above .7, with the recommended minimum screening value being 0.3. Cronbach’s alpha for the NCII was 0.931, reflecting a high degree of reliability. The study presents implications for practice in expanding transdisciplinary pedagogy models in higher education and how that approach contributes to the development of faculty as future leaders in the complex institutions that define higher education

Agricultural Intensification Reduces the Portfolio of Wetland Ecosystem Services: European Danube River Lowlands as a Global Biodiversity Hotspot

Anthropogenic landscape transformations have promoted the provision of ecosystem services (ES) at the expense of other ES, biodiversity, and human well-being. We analysed the transformation portfolios of ES provisions, the costs of transformation, and the rivalry between ES categories and biodiversity conservation during the pre-communist and communist eras. We also examined EU influences in Romania's Danube River lowlands. The environmental history of social-ecological systems was used to: (1) map transformations of natural environments; (2) analyse the outputs of human modes of production, including crops, fish, timber, and livestock, using economic valuation methods and by appropriating the primary means of production; and (3) describe ideologies and values as drivers of ES transformations. During the communist era, the surface area of the agricultural land increased at the expense of natural ecosystems. This resulted in increased provisions being made for crops and timber at the expense of the fish supply; it also caused a reduction in livestock. The costs of land reclamation, hydrotechnical works, and the use of fertilizers and pesticides, resulted in a net annual loss of EUR 36 million for the entire case study area, disregarding the losses of other ES. Achieving a balanced portfolio of ES requires a discussion about the need for nature restoration, transdisciplinary social-ecological research, and the identification of key leverage points

Agricultural Intensification Reduces the Portfolio of Wetland Ecosystem Services: European Danube River Lowlands as a Global Biodiversity Hotspot

Anthropogenic landscape transformations have promoted the provision of ecosystem services (ES) at the expense of other ES, biodiversity, and human well-being. We analysed the transformation portfolios of ES provisions, the costs of transformation, and the rivalry between ES categories and biodiversity conservation during the pre-communist and communist eras. We also examined EU influences in Romania’s Danube River lowlands. The environmental history of socialecological systems was used to: (1) map transformations of natural environments; (2) analyse the outputs of human modes of production, including crops, fish, timber, and livestock, using economic valuation methods and by appropriating the primary means of production; and (3) describe ideologies and values as drivers of ES transformations. During the communist era, the surface area of the agricultural land increased at the expense of natural ecosystems. This resulted in increased provisions being made for crops and timber at the expense of the fish supply; it also caused a reduction in livestock. The costs of land reclamation, hydrotechnical works, and the use of fertilizers and pesticides, resulted in a net annual loss of EUR 36 million for the entire case study area, disregarding the losses of other ES. Achieving a balanced portfolio of ES requires a discussion about the need for nature restoration, transdisciplinary social-ecological research, and the identification of key leverage points.publishedVersio

Ecology out of Bounds: Environmental Humanities Scholarship for Multi-Species and Transdisciplinary Contexts

This dissertation argues that the critical, political and ethical resources shaping popular and scholarly forms of Anglo-North American environmentalism lack the theoretical and imaginative tools to address the challenges of the Anthropocene (that is, the notion that the human species, enabled by a globally expansive petro-industrial apparatus, has become a dominant geological force). Unsettling notions of progress, agency, nature and the individual in novel ways, the Anthropocene changes the way humanists understand what it means to be human and what environmentalists have understood nature to be. As a result, I argue that the anthropogenic landscapes of the Anthropocene challenge writers, theorists, storytellers, artists, scientists and activists to open different kinds of intellectual and imaginative space. Therefore, drawing on feminist science and technology studies, multi-species anthropology and posthumanism, this dissertation contributes to the emerging field of the Environmental Humanities by contextualizing forms of environmental mediation responsive to Anthropocene environments. Making a mess of strict disciplinary and species divisions, my work addresses the way that different kinds of knowledge practice show up in and make a difference in the way bodies and multi-species assemblages materialize and function. Moreover, I distinguish my contribution to environmental thought by avoiding knowledge practices predicated on into the wild narratives and return to nature tropes. Problematically, these kinds of narratives are at risk of advocating masculine imaginaries of control and conquest, and moral superiority complexes about self-sufficiency that delimit boundaries between the natural and the unnatural, the pure from artificial, and thus close off knowledge making work from play, experimentation, wonder and curiosity. More than a question of accurately representing what the Anthropocene is or is not, my research amounts to a pragmatic challenge about how to craft theoretical and textual practices that foster anthropo(de)centric, multi-species and transdisciplinary media, publics and futures

Dissolving boundaries among applied disciplines: a narrative study of transdisciplinary collaboration during a charrette

2021 Spring.Includes bibliographical references.Charrettes have a long history of use in medical, architectural, and planning professions. An extensive literature search found little application of the charrette model implemented to advance, support, and identify transdisciplinarity (TD) research, transdisciplinary teaming models (TDM), transdisciplinary learning (TDL) supporting transformative learning (TL) among participants. This study highlighted differing approaches among teams as they navigated ideation and proposed solutions advancing comprehension among students of applied disciplines and how each approached, negotiated, and solved community-based problems. I implemented a TDM charrette to address TDL in educational settings. This two charrette case study implemented 1) an exploratory investigation joined a competition to create a high school of the future in underserved Montbello, Colorado, and 2) a proposal to renovate and develop a historic homestead on a working cattle ranch and wildlife reserve to support a multi-generational educational program, in Sedalia, Colorado. Charrettes included college students from architectural design, construction management, education, environmental sciences, and fish and wildlife. High school students were joined by POs from education, business and ranching professions, artists, and authors. Participants were challenged to create programs using site attributes. Charrette's culminated with team project proposals shared with invited stakeholders. Using Hall's four-phases of TD team based experiential learning and Kolb's Learning Style Models I used visual narrative and a sustainability lens to reflect and incorporate participant experiences and outcomes. Findings identified how students experienced charrettes, how they interacted with other disciplines, participant observers (PO)/facilitator observers (FO), and project stakeholders. TDM emphasized the importance of self-reflection revealed by mutual learning of transferable solutions, synthesis of results, and the visibility and relevance to problem solving. Outcomes showed how participants explored, described discipline knowledge; how shared skills shaped and influenced information sharing, leading to transformative learning (TL). Key findings identified knowledge derived from multiple modes of inquiry gained from TDL addressed problems, contributed to transferability. Challenges identified recruitment of participants from more than three disciplines. This study described and shared how participation advanced knowledge production and integration to solve unstructured problems. The TDM charrette supported TDL and knowledge production that bridged solution oriented approaches among participants leading to TL

DIGITAL CO-CREATION Digitalization within Service Design : Transformation from analog thinking towards digital doing

The German automotive industry has accelerated its digital transformation as OEMs (Original Equipment Manufacturers) moving from car manufacturers towards becoming mobility providers, striving for new mobility solutions like offering Mobility as a Service (MaaS), Electric Vehicles (EVs) and Self-Driving-System (SDS). OEMs focus on expanding their core product-driven businesses to access service-orientated business models, the transformation from ownership towards shared mobility. Considering internal and external factors, this requires a new set of expertise, capabilities and an underlying approach to fulfill the demands in the complexity of human-centered development and front- and backstage alignment within the organization. At the same time, Service Design as a practice has risen in attraction by industry, being recognized and increasingly requested for its integration in the functions and divisions of the organization. The scale of Service Design in influence and impact has reached professional practice, making its way from a trendy buzzword to professional practice of turning complex problems collaboratively into tangible solutions. It is seen as a powerful opportunity for combining Business, Human-Centered Design and Engineering. Service Design establishes new ways of exploring business opportunities towards agile problem-solving but focuses on the ‘doing’ side towards further implementation. The contribution of this industrial-based doctoral thesis shall define how Service Design can be deployed and implemented in the field of organizational transformation and mobility development in the era of digital transformation (Digitalization). This research approach seeks to acquire new knowledge on how the Service Design practice can be applied and executed to be perceived as a practical approach to improve the enterprise’s processes and operating procedures and also provide a strategy to grow Service Design within the organization. This research has followed developing a pilot in a lean start-up approach of build, measure, learn with various business units and brands within the Volkswagen Group, this also implies that this research case study consisted of analyzing the Volkswagen Group needs for Service Design. The ‘10X-Service Design Lab’ (10X-SDL) has been designed as the framework of a combination of modular lab space, facilitation enhanced process, methodological driven tool box, operational model in alignment with a digital workflow and workspace striving for accelerated decision making. It is based on the hypothesis that the proposed framework enhances Service Design practice and, at the same time, it increases its attractiveness for business purposes. The 10X-SDL is designed to accelerate project development in a human-centered and holistic way by an open workspace platform lead by facilitators on which project developers, participants, and stakeholders can digitally co-create products, services, systems, and strategies. This research has been conducted as a case study within the Volkswagen Group from 2015 to 2019 in cooperation with the main partners of Service Innovation Corner (SINCO) of the University of Lapland and visual collaboration software company DEON

O-CDIO : Engineering Education Framework with Embedded Design Thinking Methods

Technology and its applications have an ever-increasing role in our daily lives. Healthcare, logistics, commerce, manufacturing, and even social interaction, all have aspects of technology embedded in them. The complexity and importance of the technical systems we use varies, yet they are becoming increasingly versatile and more important to the functionality of entire systems and their services. At the same time, the complexity of understanding the future needs of the role that technology plays in such systems and what they are supposed to deliver varies from linear to chaotic. This has had a fundamental impact on the engineering profession. The more complicated, complex or even chaotic a system is, the more innovative and cooperative an engineer needs to be. Thus, engineers also need to understand people. This thesis presents a novel engineering education model, O-CDIO, which is based on an existing framework known as the CDIO framework. The O-CDIO model is derived from the results of the university level engineering education reform enacted in a multidisciplinary science university in Northern Europe, and from the scientific discourse within the domain of the engineering education research and literature. The timeline for the research was fall 2011 to fall 2015. The model that was developed emphasizes the need to educate engineers to become problem definers in addition to educating them to become problem solvers. This can be achieved by integrating human-centered design thinking methods and challenges into engineering courses from day one to graduation. The results of the piloted courses in the reform process show that transferable working life skills, such as communication, teamwork, problem-solving, prototyping skills, and tolerance towards ambiguity, were enhanced. These skills are widely seen as necessary for future engineering. The preliminary results also show that the courses provide an opportunity for self-discovery, increased self-efficacy, and result in an increase in entrepreneurial thinking. There were clear limitations to this research. The piloted courses had no control groups. The reflections on and comparisons of the results were achieved by considering the results of similar studies and the literature. Although some of the courses were run for three consecutive years, this research has very little longitudinal evidence. Future research should focus on implementation of the O-CDIO model as a whole, with longitudinal research set as one of its goals.Teknologian rooli maailmanlaajuisesti verkottuneessa teollisuudessa ja yhteiskunnassa on merkittävä ja ennustettavissa olevan tulevaisuuden ajan myös kasvussa. Se on myös enenevissä määrin sekä monimutkainen että moniulotteinen. Terveydenhuolto, teollisuus, koulutus, liikenne, ja internet, jopa sosiaalinen kanssakäyminen ovat esimerkkejä aloista ja ilmiöistä jotka ovat jollain tavalla riippuvaisia niiden sisältämän tekniikan toimivuudesta. Samaan aikaan teknologioiden ja tekniikan roolin ymmärtäminen sen eri konteksteissa on haastavampaa. Tekniikalla ei ole itsetarkoitusta. Sen tehtävä on aina palvella. Tämä asettaa uudenlaisia haasteita diplomi-insinööreille ja heidän kouluttamiselle. Tekniikan koulutus yliopistotasolla on maailmanlaajuisesti kyennyt vastaamaan sille asetettuihin haasteisiin. Tosin lähes poikkeuksetta muutos on syntynyt ulkoisen muutostarpeen aiheuttamana. Mitä monimutkaisemmaksi ja moniulotteisemmaksi tekniikalle ja teknologioille asetetut vaatimukset kehittyvät sitä monipuolisemmaksi pitää myös koulutuksen muuttua. Tämä tutkimus ja tieteellinen raportti perustuu suomalaisessa monialayliopistossa tapahtuneeseen tekniikan koulutuksen muutosprosessiin, tuloksiin sen aikana pilotoiduista kursseista ja alan kirjallisuuteen. Tutkimuksen tuloksena syntyi tekniikan koulutuksen malli joka johdettiin edellä mainituista tutkimuksen tuloksista, olemassa olevasta tekniikan koulutusmallista nimeltä CDIO ja kirjallisuudesta. Mallin ydinidea on kouluttaa diplomi-insinööreistä ongelmanhahmottajia ongelmanratkaisijoiden lisäksi. Tämä tapahtuu integroimalla ihmis- ja käyttäytymistieteisiin perustuvia opettamismetodeja läpi koko koulutuksen ensimmäisestä päivästä valmistumiseen asti. Reformin aikana tehdyt tutkimukset osoittivat että opettamismetodit saavuttivat niille asetetut oppimistavoitteet. Työelämätaidot kuten viestintä-, ryhmätyö-, ongelmanratkaisu- ja prototypointitaidot lisääntyivät. Alustavat tulokset myös osoittivat että opiskelijoiden reflektointikyky ja positiivinen suhtautuminen yrittäjyyteen lisääntyivät. Lisätutkimuksen tarve aiheeseen liittyen on ilmeinen. Tutkituissa kursseissa ei ollut mahdollista käyttää kontrolliryhmiä eikä O-CDIO mallia ole missään vaiheessa testattu kokonaisuudessaan. Lisäksi pitkän ajan vaikutuksia ei voitu tutkimuksen ajallisista kestosta johtuen testata. Pisimpään samanlaisena pysyneeltä kurssilta saatiin tutkimusaineistoa kolmelta eri vuodelta. Lisäksi tämän raportin kirjoittaja vastasi myös lähes poikkeuksetta tutkittujen kurssien ideoinnista, kehittämisestä ja opettamisesta. Tämä on otettu analyysivaiheessa huomioon mutta silti vaikuttaa tutkimustuloksiin. Luonnollinen lisätutkimuksen aihe on tutkia O-CDIO mallia kokonaisuudessaan todellisessa tekniikan koulutuksen kehyksessä ja riittävällä aikajänteellä.Siirretty Doriast

Rivers of the Anthropocene

This exciting volume presents the work and research of the Rivers of the Anthropocene Network, an international collaborative group of scientists, social scientists, humanists, artists, policymakers, and community organizers working to produce innovative transdisciplinary research on global freshwater systems. In an attempt to bridge disciplinary divides, the essays in this volume address the challenge in studying the intersection of biophysical and human sociocultural systems in the age of the Anthropocene, a new geological epoch of humans’ own making. Featuring contributions from authors in a rich diversity of disciplines—from toxicology to archaeology to philosophy— this book is an excellent resource for students and scholars studying both freshwater systems and the Anthropocene