2011. The 'Tree Model' A Strategic approach to the Integration of Sustainable Development in Higher Education

22/12/2011

The 'Tree Model' ‐ A Strategic approach to the Integration of Sustainable Development in Higher Education

Trainings and social responsability: what strategies of transition

of the European higher education institutions ?

Niko Roorda, SD professor – Avans University, Wittenborg University, Dutch Found. of Sust. in Higher Educ. [email protected] Our success: The tree model approach Inter‐ & transdisciplinary cooperation

Disciplinary focuses

Multidisciplinary relations

Basics: introduction to SD

Input: Mission, goals

Methodologies

Output: Effect on profession & society

Our challenge: To apply this model in other sectors

1

Tree model: • Roots:

Vision, mission, educational goals

• Trunk:

Basic module / introduction to SD

• Biochemistry:

Educational methodologies

• Branches:


• Internal structure:

Multidisciplinary integration

• Forest, ecosystem:

Interdisciplinary integration

• Growth process:

Development & maintenance of study programme

• Fruits:

Output: effect on professions & society

Input

Process

Output

2

Niko Roorda, [email protected], www.linkedin.com/in/nikoroorda

1

22/12/2011




• Trunk:


• Biochemistry:


• Branches:






• Growth process:


• Fruits:


Textbook

3

Available: March 2012 Including (website): • Glossary • Learning goals per chapter • Summary per chapter • Extra texts • > 200 exercises • 40 video clips

And for lecturers: • Explanations to exercises • Powerpoint per chapter • From lecturers for lecturers

http://www.routledge.com, search for ‘Roorda’4


2

22/12/2011




• Trunk:


• Biochemistry:


• Branches:






• Growth process:


• Fruits:


RESFIA+D

5

The sustainably competent professional…

RESFIA+D : Professional competences for sustainable development Competence R: Responsibility

Competence E: Emotional intelligence

A sustainably competent professional bears responsibility for his or her own work.

A sustainably competent professional empathises with the values and emotions of others.

Competence S: System orientation

Competence F: Future orientation

A sustainably competent professional thinks A sustainably competent professional works and thinks on the basis of a perspective of and acts from a systemic perspective. the future. Competence I: personal Involvement

Competence A: Action skills

A sustainably competent professional has a personal involvement in sustainable development.

A sustainably competent professional is decisive and capable of acting.

Plus: Disciplinary competences for sustainable development The “Seven Competences for Sustainable Development”: Chapter 8 Æ 6


3

22/12/2011


Competence R: Responsibility A sustainably competent professional bears responsibility for his or her own work

Competence E: Emotional intelligence A sustainably competent professional empathises with the values and emotions of others.

1. Create a stakeholder analysis on the basis of the consequence scope and the consequence period

§5.5

1. Recognise and respect his or her own values and those of other people and cultures

§4.3

2. Take personal responsibility

§8.2

2. Distinguish between facts, assumptions, opinions

§8.5

3. Be held personally accountable with respect to society (transparency)

§8.2

3. Cooperate on an interdisciplinary and transdisciplinary basis

§1.3 §4.8

Competence S: System orientation A sustainably competent professional thinks and acts from a systemic perspective.

Competence T: Future orientation A sustainably competent professional works and thinks on the basis of a perspective of the future.

1. Think from systems: flexibly zoom in and out on issues, i.e. thinking analytically and holistically in turn

§3.5

2. Recognise flaws in the fabric and sources of vigour in systems; have the ability to use the sources of vigour

H.2‐4 2. Recognise and utilise non‐linear processes

3. Think integrally and chain oriented

§8.3

Competence I: personal Involvement A sustainably competent professional has a personal involvement in sustainable development.

1. Think on different time scales – flexibly zoom in and out on short and long term approaches

§5.5

§7.3

3. Think innovatively, creatively, out of the box

§8.4

Competence A: Action skills A sustainably competent professional is decisive and capable of acting.

1. Consistently involve sustainable development in the own work as a professional (sustainable attitude)

§4.7

1. Weigh up the unweighable and make decisions

§8.5

2. Passionately work towards dreams and ideals

§4.2

2. Deal with uncertainties

§6.3

3. Employ his or her conscience as the ultimate yardstick

§8.2

3. Act when the time is right, and not go against the 7 §4.2 current: ‘action without action’

RESFIA+D: Example: E: Emotional intelligence: E1. Recognise and respect his or her own values and those of other people and cultures

Levels of competence: level 1: Apply You formulate

the values from which you think and act as a professional.

Level 2: Integrate You formulate the values from which others think and act who are involved or have an interest in your professional actions. You ‘listen actively’ to others, and you communicate respectfully with these others about the differences in values.

Level 3: Improve You cooperate with these others, you utilize both the similarities and the differences of the values as an enrichment and reinforcement of the quality of your activities.

Level 4: Innovate You enrich and reinforce the quality of your professional activities by actively expanding the cooperation to people or cultures with other values.

This is applied: - by educators:

for education (re)design

- by companies:

for Human Resource Management (HRM)

- by students & professionals:

for personal development planning 8


4

22/12/2011




• Trunk:


• Biochemistry:


• Branches:






• Growth process:


• Fruits:


Website

9

Educational methodologies • ‘Classic’ education, lectures, etc. • Problem based learning • Project education • Discussions

Methodologies

• Research (by students) • Enterprises (by students) • Serious games • Reflection • Internships 10


5

22/12/2011


Example:

A math exercise

• A PVC factory discharges waste water in a river (flow = 4000 l/min). (…) • At 12.31 AM, methyl‐mercury‐ethanolate is discovered in the waste water (3 ppm). • At 12.38 AM, the valve starts closing. At 12.43 AM it is closed. • The flow as a function of time is sine‐shaped.

A.

How many grams of M‐M‐E are discharged at least?

B.

And how many grams at most?

C.

What happened between 12.31 and 12.38 AM?

D.

What instruction do you give to the press officer?

(Exercise 8.6)

11



• Trunk:


• Biochemistry:


• Branches:






• Growth process:


• Fruits:


AISHE

12


6

22/12/2011


AISHE Auditing Instrument for Sustainability in Higher Education 13

0

PLAN

DO

1

2

1.1

1

2

Vision

1.2

1

2

Policy

1.3

1

2

Communication

1.4

1

2

2.1

2

2.2

2

2.3

1

2

Staff development plan

2.4 3.1

1

2

Research, external services Profile of the graduate

3.2

1

2

3.3

2

3.4

1

2

Student examination

4.1

1

2

Curriculum

4.2

1

2

Integrated Problem Handling

4.3

1

2

Traineeships, graduation

4.4

CHECK

3

4

5

AISHE

Internal environmental management Network Expert group

Educational methodology Role of the teacher

Speciality

5.1

2

5.2

2

Appreciation by students

5.3

2

Appreciation by professional field

5.4

2

Appreciation by society

Present situation

Appreciation by staff

Certificate Keurmerk *

1

Certificate Keurmerk **

2

Desired situation

14


7

22/12/2011


AISHE applied: • Netherlands • Belgium • Sweden (Swedish translation: ISBN 978‐86135‐17‐1, 2008) • Germany • Austria • Spain • Ukrain • Bangladesh • Brazil Interested universities: • Argentina, Colombia, Venezuela, Ecuador (training Buenos Aires, 2009) • Belarus • Canada • Portugal • Australia 15

AISHE Development stages: Stage 1: Activity oriented

Stage 2: Process oriented

Stage 3: System oriented (etc.)


16

8

22/12/2011


DO 1

PLAN

DO

CHECK

2

3

4

5

Policy plan

AISHE

1.1 1.2 1.3 1.4 2.1 2.2

Visie Beleid Communicatie Interne milieuzorg Netwerk Expert-groep

2.3 2.4 3.1 3.2 3.3 3.4

Ontwikkelingsplan personeel Onderzoek en externe dienstverlening Profiel van de afgestudeerde Onderwijsmethodologie Rol van de docent Toetsing

4.1 4.2 4.3 4.4 5.1 5.2

Curriculum Geïntegreerde probleemaanpak Stages, afstuderen Specialisme Medewerkers Studenten

5.3 5.4

Werkveld Maatschappij

… to a policy approach

CHECK

PLAN 1

ACT

PLAN

DO

CHECK

2

3

4

5

AISHE

1.1 1.2 1.3 1.4 2.1

Visie Beleid Communicatie Interne milieuzorg Netwerk

2.2 2.3 2.4 3.1 3.2

Expert-groep Ontwikkelingsplan personeel Onderzoek en externe dienstverlening Profiel van de afgestudeerde Onderwijsmethodologie

3.3 3.4 4.1 4.2 4.3

Rol van de docent Toetsing Curriculum Geïntegreerde probleemaanpak Stages, afstuderen

4.4 5.1 5.2 5.3 5.4

Specialisme Medewerkers Studenten Werkveld Maatschappij

Orientation From separate

starting steps …

17

DO 1

PLAN

DO

CHECK

2

3

4

5

Policy plan

AISHE

1.1 1.2 1.3 1.4 2.1 2.2

Visie Beleid Communicatie Interne milieuzorg Netwerk Expert-groep

2.3 2.4 3.1 3.2 3.3 3.4

Ontwikkelingsplan personeel Onderzoek en externe dienstverlening Profiel van de afgestudeerde Onderwijsmethodologie Rol van de docent Toetsing

4.1 4.2 4.3 4.4 5.1 5.2

Curriculum Geïntegreerde probleemaanpak Stages, afstuderen Specialisme Medewerkers Studenten

5.3 5.4

Werkveld Maatschappij

CHECK

Certificate Sustainable Development in Higher Education

PLAN

ACT Certificate 18


9

22/12/2011


System Integration of Sustainable Development SISD ≡ Certificate I.e. “System Integration of SD” is realized when the organization has proved to be overall at stage 3 (“system oriented”)

SISD was defined and evalated through case studies in the PhD dissertation

‘Sailing on the Winds of Change’ (Niko Roorda, 2010) Download from https://www.box.net/shared/nz75typdk5 19

Complete set of instruments for organisational development RESFIA+D : Competences for SD Competentie V: Verantwoordelijkh. Een duurzame professional draagt verantwoordelijkheid voor het eigen werk.

Checklist: Characteristics of Education for Sustainable Developm Principes Verbondenhei d, complexiteit

Kenmerken

Details

Systeemdenken

Verbinden van delen, subsystemen of aspectsystemen. analytische en holistische benadering; tussen klein en g globaal. Verbinden van disciplines en stakeholders. Evenwicht m evenwicht m.b.t. disciplines.

Multi‐, inter‐ of transdisciplinariteit Levenscyclus‐ benadering Intercultureel, internationaal Toekomst‐oriëntatie

Competentie E: Emot. intelligentie Een duurzame professional leeft zich in in waarden en gevoelens van anderen.

Competentie S: Systeemgerichtheid Competentie T: Toekomstgerichtheid Een duurzame professional denkt en Een duurzame professional denkt en Innovativiteit werkt vanuit een systeemvisie. werkt vanuit een toekomstperspectief. Competentie A: Actievaardigheid Competentie I: persoonlijke Inzet Een duurzame professional zet zich Een duurzame professional treedt persoonlijk in voor duurzame besluitvaardig en handelingsbekwaam ontwikkeling. op. Actieleren, Plus D: Disciplinaire competenties voor duurzame ontwikkeling sociaal leren

Openstaan voor verandering Openstaan voor nieuwe oplossingen Functie‐ oriëntatie

Toepassing van kennis Multi‐methoden Realistische situaties Betrokkenheid Samenwerken

RESFIA+D Reflexiviteit

Leren leren Verantwoordelijk‐heid Waarde‐gedreven Kritisch denken Robuustheid van informatie

Dissertation

PLAN

DO

CHECK

1

2

3

Verbinden van verleden, heden en toekomst. Betreft zo korte‐termijn doelen, gebaseerd op visies van duurzam ontwikkelingen. Soepelheid van geest; vermogen tot omgaan met onze Creativiteit, non‐lineariteit, out of the box denken, aan onverwachte. Stimuleren van creatieve ideeën en ontwerpprocessen, bestaande producten of diensten naar onderliggende f behoeften, gericht op het vinden van alternatieve man vervullen. Verkrijgen en toepassen van kennis, hetzij na elkaar, h (‘learning by doing’). Gericht op vinden van toepasbare reële problemen. Bijv. just‐in‐time lessen, discussies, drama, spellen, etc Contextrijk leren, in gesimuleerde of werkelijk bestaan Persoonlijk betrokken, gericht duurzaamheidsdoelen. Teamwerk binnen studentengroepen; samenwerking m professionals. Reflectie op het eigen leerproces, gericht op continue v Levenslang leren. Verantwoordelijkheid voor het eigen leerproces, en (to hoogte) voor de leerdoelen. Ook: verantwoordelijkheid van professionele activiteiten (stakeholder benadering Bewust van de relevantie en de betrekkelijkheid van im en meningen Kritische houding t.a.v. vragen, opdrachten, methoden eigen functioneren Bewust van mate van zekerheid van kennis, gegevens, subjectief, intersubjectief, objectief (opinies, theorieën

Voornaamste bronnen: Agenda 21 (UNCED, 1992), Orr (1992), De Haan & Harenberg (1999), De Haan (2002),Sterli (2004a, 2005), UNECE (2005), Martens (2006), Van Dam‐Mieras (2007), Dyball, Brown & Keen (2007), Barth & Bura Dieleman and Juárez‐Nájera (2008).

Basics book

0

verbinden van fases in de levenscyclus. Betreft levenscy producten, bedrijven, habitats, culturen, ontwerpen, p Verbinden van mensen, (sub)culturen, regio’s, landen. waarden en perspectieven van anderen.

Checklist 4

5

AISHE

1.1 1.2

Vision Policy

1.3 1.4 2.1 2.2

Communication Internal environmental management Network Expert group

2.3 2.4 3.1 3.2

Staff development plan Research, external services Profile of the graduate Educational methodology

3.3 3.4 4.1 4.2

Role of the teacher Student examination Curriculum Integrated Problem Handling

4.3 4.4 5.1 5.2

Traineeships, graduation Speciality Appreciation by staff Appreciation by students

5.3 5.4

Appreciation by professional field Appreciation by society

AISHE

Certificate Sustainable Development in Higher Education

Certificate

Contact: [email protected]


Tree model

Curriculum Scan

20

10

2011. The 'Tree Model' A Strategic approach to the Integration of Sustainable Development in Higher Education

Recommend Documents