1. Transforming higher education to give competencies for sustainable development Experiences from NMBU, so far Faye Benedict Senior advisor, Department of Academic Affairs Norwegian University of Life Sciences, Ås

2. Orienting higher education toward the future … a huge challenge Our students will be confronted with many sustainability issues during their lifetimes These are unpredictable, serious and complex by nature These developments challenge not just our technologies but our organisations, values and way of living and interacting

3. Education has a pivotal role, but … Education systems and -institutions are historically not very good at transforming themselves and connecting with the world Vested interests may inhibit change. ESD is political. «The answers» about developing ESD are apt to be complex and multi-level, situated in organisations and evolving over time Despite the UN Decade, there is little targeted educational research on «what works in ESD» – especially in HE - but the field is growing

4. Our approach is to explore and describe «the didactics of sustainability education» What – the subject - issues or kinds of issues, and what kinds of professions or work are we preparing students for? Why – why should they learn this; what are the competencies or learning outcomes we intend to produce? How do we teach for these competencies – what curricula, learning activities, evaluation methods do we use? The change dimension - How can we improve?

5. Let’s think more about the «what» and the «why» Where can we look for answers? the ESD literature our institutions’ study programmes and experience our personal experience and understanding the real world

6. The «what» of ESD The idea of «wicked problems» is relevant here Australian Government. 2007. Tackling wicked problems, a public policy perspective.

7. Characteristics of a wicked problem – for example deforestation Difficult to define clearly Many interdependencies, multi-causal Attempts to solve often lead to unforeseen consequences Unstable problems that evolve as «moving targets» for policy makers No clear solution or «fix» - need long term management mindframe

8. More characteristics of wicked problems Socially complex, need coordinated action by many stakeholders Do not fit neatly into the responsibility of any one organisation – require multilevel and multisector action Involve human behavior change Possibly with a history of chronic policy failure

9. Examples of wicked problems Energy supply for growing world population Climate change, mitigation and adaptation Food supply Health challenges Land area and resource management Indigenous peoples Etc etc etc All the SD issues are wicked problems ESD is also a wicked problem

10. NMBUs mission involves wicked problems Short version Climate Food Environment Land area management Bioeconomics Long version Food production – land and aquaculture Health Water supply Energy Poverty and livelihoods Economic systems Human living environment/landscape Land use and resource management Pollution Nature degradation/convervation incl. biodiversity Climate change Materials production – forestry Genetic resources -biotechnology

11. The «why» of ESD What kinds of competencies will our graduates need to work with such issues? We can map best practices or «signature teaching and learning for SD»

12. Key competencies to work with wicked issues (Australia Gov.) Think holistically – causal factors, interconnections, social dimension Develop innovative and flexible approaches Work across agency boundaries Be accountable in a way that doesn’t constrain innovation Engage stakeholders and citizens in the issue and in identifying solutions

13. More key competencies from Australia Core skills beyond traditional management skills (such as ability to communicate, cooperate, reason, persuade) Understands behavior change and policy instruments for behavior change Understands the need for a strategic, comprehensive, coordinated approach (sustained effort and resources) rather than piecemeal Tolerates uncertainty/failure, and a long term perspective

14. Good readings about competencies in ESD! Brown, Valerie A., John A. Harris and Jacqueline Y. Russell (eds.). 2010. Tackling wicked problems through the transdisciplinary imagination. Earthscan. London. Hald, Matilda (ed.) 2011. Transcending boundaries: How CEMUS is changing how we teach, meet and learn. CEMUS/Center for Environment and Development Uppsala. Wals, Arjen and Peter Blaze Corcoran (eds.) 2012. Learning for sustainability in times of accelerating change. Wageningen Academic Publishers. Wagner, Tony. 2008. The global achievement gap: why even our best schools don’t teach the new survival skills our children need, and what we can do about it. Basic Books, Perseus Books, NY. Corcoran, Peter Blaze and Arjen Wals (eds.). 2004. Higher education and the challenge of sustainability: problematics, promise and practice. Kluwer AcaDEMIC Publishers, Dordrecht. Orr, David. 2011. Hope is an imperative. Island Press, Washington.

15. Our «search image» of ESD competencies (red points go further than the European and Norwegian qualifications framework) High level of knowledge (disciplinary, interdisc.) Able to think holistically Able to think critically Able to solve problems Able to innovate Able to clarify the values dimension Can promote innovation, creativity and change Can access information for various sources and assess the qualities of the information Can conduct action research (social, inquiry-based learning) Demonstrates initiative, engagement, drive, entrepreneurial spirit Can work flexibly and adapt Exhibits intellectual curiosity and motivation, and can steer own lifelong learning

16. The next step: Curriculum mapping and examples of good practice Sustainability can mean different things in different programme contexts Natural and social sciences Technology Applied sciences and technology Thematic interdisciplinary Planning/process

17. Types of contributions to SD – different competency profiles I. Provides foundation knowledgeLearning relevant to SD II. Provides «sustainable solutions» to human needs (energy,environment, biological production, economics, etc.) Learning for SD III. Provides competence to participate in or lead change processes (f. ex.rural and urban development, resource management, planning, bioeconomics, food chains, health etc.) Learning as SD

18. Types I and II. Broadening from a narrow disciplinary approach to an applied «science in society» approach FORESTRY as «biobusiness» - production and management Multiple use, valuation of forest, climate, biological diversity etc. Sustainability of practices Value chains, new products, innovation, energy supply and carbon balance, etc. Continual adaptation of forest use to markets, internationalization, policy, socioeconomic and environmental impacts, ethics

19. Type III. Programmes focused on change and process competencies Agroecology Landscape/urban/regional planning International relations Rural development Nature management Nature-based travel Food systems Innovation and entrepreneurship Property development Economic systems

20. Curriculum mapping Learning outcomes, learning activities and evaluation forms are «mapped» in the study programmes Examples of good practice emerge that are relevant for ESD

21. Example of Curriculum mapping -Master in Economics Communicate about academic issues, analyses and conclusions in the field, both with specialists and the general public Using economic models and communicating both the underlying assumptions of these models as well as the results from theoretical and model-based analysis both with specialists and the general public. When applying economic theories and methods to real world problems in term papers and master thesis, students work with stakeholders, NGOs, specialists and the general public. They need to communicate both data needs, analysis, results and conclusions to these groups. Master thesis ECN 270 ECN 305/355 ECN 312 ECN 353 ECN 354/356/358 ECN 330 ECN 304 ECN 350 ECN 371 ECN 372 BUS 321 Data collection and presentation of results from term papers and Master thesis. Term papers, oral and written exams and master thesis. Contribute to new thinking and innovation processes Students use economic theory and methodology to analyze real world problems. They are also encouraged to use their own personal believes and interests when they analyze and draw their own conclusions. As there is a special emphasis on current issues and real world problems, the students are asked to find the best solutions given the current situation. This is to train the students in using theory to analysis, but also to find new solutions. ECN 270 ECN 305/355 ECN 312 ECN 353 ECN 354/356/358 ECN 331 ECN 330 ECN 303 ECN 304 ECN 350 ECN 311 ECN 371 ECN 372 ECN 380 BUS 320 BUS 321 Thesis Term papers, other assignments and thesis stimulate students to think innovatively. Games, computer simulation games and role plays are also used Term papers and other assignments. Thesis and oral defense of thesis.

22. 4 examples of “Signature teaching” and constructive alignment Master in Entrepreneurship and Innovation Learning outcome Able to develop ideas and contribute in innovation processes in business and management. Able to start their own viable businesses. Learning activities Students attend Grunderskolen (on-site incubator course) or an internship in a relevant company, under close guidance. Students develop business plans and work with concrete tasks and projects coming from research environments, private business and the public sector. Evaluation High participation requirements including a minumum level of attendance. Students are expected to participate actively in problem solving and assignment work. Writing reports and presenting ideas are important pedagogical tools. Students are assessed on the basis of project work, problem solving and presentations individually and in groups. Written and oral exams. Central criteria for evaluation are the ability to structure complex issues and the ability to justify the solutions to problems on the basis of specialized knowledge or theory.

23. Example 2: Master in Agroecology Learning outcomes: to educate agroecologists as active participants in civic society who can apply key concepts about the structure and function of farming and food systems can link theory to practical situations can handle complexity and change can clarify their own attitudes when applying knowledge and skills are good communicators and facilitators Evaluation Two stakeholder documents (farming level, food system level) One learning reflection document Oral exam Stakeholder feedback

24. Master in Agroecology Learning activities: Reflective, self-steered team-based learning Case studies using rich observation, analysis, evaluation and recommendations in collaborative learning process, with farmers/clients in the actual setting

25. Example 3: Master in Urban and Regional Planning Learning outcomes Able to independently delineate, immerse themselves in and carry out a professional planning project Exhibit a critical view to their own work and can reflect about opposing argumentation and other perspectives that emerge during supervised work Can communicate their academic work verbally (both written and oral) and with illustrations that communicate to both other professionals, elected officials and impacted citizens Learning activities 6 comprehensive project courses that all provide training in handling interdisciplinary knowledge using, and presented with, various professional planning tools and methods. Students work with project assignments with a high level of current interest. They are thus trained in independent work habits and critical and creative problem solving, developing a unique operative competence. Evaluation Students are primarily evaluated through demonstration of analytical thinking and independence in their project work. Evaluation of submitted work plus ordinary exams Contribution to group work and reviews involving discussion and communication

26. Example 4: Bachelor in Economics Learning outcomes Demonstrate knowledge of central topics in mathematical, statistical, micro- and macroeconomic theory, econometrics, microeconomics, and financial and macroeconomic analyses and models. Demonstrate knowledge in one or more specializations (environment- and resource economics, energy economics, development economics, international trade, agricultural economics, microeconomics or economic development) Demonstrate knowledge of the key role economics plays in the development of policy, and the importance of interaction with the natural sciences and other fields to build economic models and formulate policy instruments aiming to minimize environmental impact and contribute to sustainable development Learning activities Lectures, including guest lectures on economic theory and models using current «hot issues» as the starting point Opportunities for guest lectures by central actors in Norwegian economic policy Discussions on currently debated issues Term papers on social economic topics using project analysis tools Evaluation Exams, discussions, submitted exercises and term papers

27. Assessment of learning – a few more thoughts Many of the skills and personal attributes on our list can’t be assessed through traditional testing «Personal» competencies can be problematic to assess Lucid and accurate programme and course descriptions may be at least as important as grades, in communicating students’ competencies Assessment must be aligned with the learning outcomes and learning activities Formative evaluation (feedback and revision) as part of the learning process) The critical role of advisors, mentors and supervisors in providing guidance and support Rubrics to clarify what is expected and structure feedback

28. Assessment The critical role of advisors, mentors and supervisors in providing guidance and support Participation (pass/fail and required activities) Oral exams (dialog/questioning) is good for higher level competencies Problem-solving and critical exposition (not regurgitation) on written exams Self-evaluation, peer evaluation and real world feedback to motivate and promote autonomy

29. Summing up «The didactics of sustainability education» What – wicked sustainability issues Why – the broad range of competencies students will need in their lifetimes to work with these issues How – the design of curricula, learning activities, evaluation methods to produce those competencies

30. ESD and NKR at UMB General lessons learned Curriculum development for ESD is not about «tweeking» or «adding on» but about deeper revision and reorientation of content and pedagogics Disciplinary content is situated in a broader, applied, sustainability context Critical to state the whole range of learning outcomes and competencies Competency is developed by working in collaboration, in society Potential to improve the design of courses and programmes so that students attain the learning outcomes (resource efficiently) Potential to improve the way we assess diverse kinds of learning outcomes (resource efficiently)

31. The enigma of educational change: How to grow ESD in higher education institutions? It is about leadership and organisational development Clarifying the university’s mission and role Strengthening external relations Quality assurance and evaluation Competence building and pedagogical support A culture of systematic, organic revision and development of programmes and courses

32. What’s next for us at NMBU? Stop looking for a quick fix! We need a set of strategic initiatives fronted by the University leadership Profile and develop «signature teaching» for SD with examples of good practice Establish a new Learning Center to support pedagogical development Fully implement the competence-based approach (qualifications framework, curriculum mapping, constructive alignment) Stimulate systematic programme and course revisions Use quality assurance to stimulate excellence and innovation Ensure continual dialogue about quality development

33. Is it really the same issue? Sustainability education Quality Education

34. Additional info

35. Wagner’s «survival skills» Critical thinking and problem solving Cooperation in a network and leadership through influence Flexibility and adaptability Initiative and entrepreneurial spirit Effective oral and written communication Ability to access and analyse information Curiosity and fantasy

36. Other points from the literature (Tilbury, Wals, Brown et al.) ESD involves: Critical thinking Open, transdisciplinary, inquiry-based approach Clarification of values Being an agent for change, in interaction with other actors (action research, social learning processes) Working with real issues outside the academy High level of disciplinary and transdisciplinary quality

37. Center for Environment and Development in Uppsala (CEMUS) (Jakob Grandin 2011) Interdisciplinary understanding Critical and creative thinking Systems thinking Ethics and values Power relations Problem-based learning

38. Group activity – 10 minutes BACKGROUND: Flooding has become a greater and greater problem the last 10 years in your town. It seems to be related to changing patterns of precipitation (climate change). In fact, the flooding last year wiped out a good portion of the downtown area: stores, infrastructure and homes. Your town power supply is an oil-burning power plant that needs to be relocated since it is now hanging on the edge of the river bank after the last flood. A task force has been formed to help the town understand and address this issue. The task force consists of a sociologist, town planner, engineer, economist, forester, head of citizen’s welfare association, head of the business owners’ association, head of farmer’s association PLEASE DISCUSS: WHAT COMPETENCIES (knowledge, skills and generic competencies) WILL MEMBERS OF THE TASK FORCE MEMBERS NEED TO HAVE WHEN WORKING TO SECURE A SUSTAINABLE FUTURE FOR THE TOWNSPEOPLE? PRODUCT: List 5 competencies your group feels are critically important for the task force members to have

39. Results from groups

40. Our «synthesis list» of competencies (red points go further than the European and Norwegian qualifications framework) 1.High level of disciplinary and interdisciplinary knowledge 2.Able to think holistically Understand context, causes and consequences - elements of and interactions in a larger, societal system that is dynamic 3. Able to think critically Question dogma, methodology, reasoning or established truths, critically evaluate priorities and alternatives, etc. 4. Able to solve problems Able to define and analyse problems, formulate alternative solutions, evaluate these from multiple perspectives and form a well-founded opinion including sustainability

41. Synthesis list, cont’d 5. Able to innovate This includes ability to fantasize, imagine and explore possibilities in addition to ability to plan and implement new initiatives 6. Able to clarify the values dimension of a development,issue, problem, conflict of interest, action, etc., includes social, economic and ecological values/standpoints/worldviews 7. Can promote innovation, creativity and change through effective oral and written communication, cooperation and management/organisation 8. Can access information for various sources and assess the qualities of the information

42. Synthesis list, cont’d 9. Can conduct action research (social, inquiry-based learning) to generate new knowledge, get an unified overview of a complex field in cooperation with others, and evaluate development and the impact of actions 10. Demonstrates initiative, engagement, drive for change and entrepreneurial spirit 11. Can work flexibly and adapt to various kinds of dynamic work environments, organisational forms and cooperative relationships 12. Exhibits intellectual curiosity and motivation for lifelong learning, and is able to steer own learning in a lifelong perspective.