View in EDS

Education in Collaboration with Cities: The Intentions of Transdisciplinary Courses

Saved in:
Bibliographic Details
Title: Education in Collaboration with Cities: The Intentions of Transdisciplinary Courses
Language: English
Authors: Nina Lotte Bohm, Renate G. Klaassen, Ellen van Bueren, Perry den Brok
Source: International Journal of Sustainability in Higher Education. 2024 25(4):801-820.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Universities, Partnerships in Education, Municipalities, Metropolitan Areas, College Instruction, Courses, Foreign Countries, Course Descriptions, Educational Objectives, Intention, College Students, Metacognition, Interdisciplinary Approach, Alignment (Education), Sustainability
Geographic Terms: Netherlands
DOI: 10.1108/IJSHE-11-2022-0359
ISSN: 1467-6370
1758-6739
Abstract: Purpose: In collaboration with their home cities, universities increasingly develop courses in which students investigate urban sustainability challenges. This paper aims to understand how far-reaching the collaboration with urban stakeholders in these courses is and what students are meant to learn from the transdisciplinary pedagogies. Design/methodology/approach: This research is designed as a qualitative multiple-case study into the intentions of transdisciplinary courses in which universities collaborate with their home cities: Delft University of Technology in Delft and Amsterdam Institute for Advanced Metropolitan Solutions in Amsterdam. The study compares the written intentions of eight courses in course descriptions with the ideal intentions that teachers describe in interviews. Findings: First, seven of the eight investigated courses were designed for urban stakeholders to participate at a distance or as a client but rarely was a course intended to lead to a collaborative partnership between the city and students. Second, the metacognitive learning objectives, such as learning to deal with biases and values of others or getting to know one's strengths and weaknesses in collaboration, were often absent in the course descriptions. Learning objectives relating to metacognition are at the heart of transdisciplinary work, yet when they remain implicit in the learning objectives, they are difficult to teach. Originality/value: This paper presents insight into the levels of participation intended in transdisciplinary courses. Furthermore, it shows the (mis)alignment between intended learning objectives in course descriptions and teachers' ideals. Understanding both the current state of transdisciplinarity in sustainability courses and what teachers envision is vital for the next steps in the development of transdisciplinary education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1422089
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1422089
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Education in Collaboration with Cities: The Intentions of Transdisciplinary Courses
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Nina+Lotte+Bohm%22">Nina Lotte Bohm</searchLink><br /><searchLink fieldCode="AR" term="%22Renate+G%2E+Klaassen%22">Renate G. Klaassen</searchLink><br /><searchLink fieldCode="AR" term="%22Ellen+van+Bueren%22">Ellen van Bueren</searchLink><br /><searchLink fieldCode="AR" term="%22Perry+den+Brok%22">Perry den Brok</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Sustainability+in+Higher+Education%22"><i>International Journal of Sustainability in Higher Education</i></searchLink>. 2024 25(4):801-820.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Municipalities%22">Municipalities</searchLink><br /><searchLink fieldCode="DE" term="%22Metropolitan+Areas%22">Metropolitan Areas</searchLink><br /><searchLink fieldCode="DE" term="%22College+Instruction%22">College Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Courses%22">Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJSHE-11-2022-0359
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1467-6370<br />1758-6739
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: In collaboration with their home cities, universities increasingly develop courses in which students investigate urban sustainability challenges. This paper aims to understand how far-reaching the collaboration with urban stakeholders in these courses is and what students are meant to learn from the transdisciplinary pedagogies. Design/methodology/approach: This research is designed as a qualitative multiple-case study into the intentions of transdisciplinary courses in which universities collaborate with their home cities: Delft University of Technology in Delft and Amsterdam Institute for Advanced Metropolitan Solutions in Amsterdam. The study compares the written intentions of eight courses in course descriptions with the ideal intentions that teachers describe in interviews. Findings: First, seven of the eight investigated courses were designed for urban stakeholders to participate at a distance or as a client but rarely was a course intended to lead to a collaborative partnership between the city and students. Second, the metacognitive learning objectives, such as learning to deal with biases and values of others or getting to know one's strengths and weaknesses in collaboration, were often absent in the course descriptions. Learning objectives relating to metacognition are at the heart of transdisciplinary work, yet when they remain implicit in the learning objectives, they are difficult to teach. Originality/value: This paper presents insight into the levels of participation intended in transdisciplinary courses. Furthermore, it shows the (mis)alignment between intended learning objectives in course descriptions and teachers' ideals. Understanding both the current state of transdisciplinarity in sustainability courses and what teachers envision is vital for the next steps in the development of transdisciplinary education.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1422089
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1422089
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/IJSHE-11-2022-0359
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 801
    Subjects:
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Municipalities
        Type: general
      – SubjectFull: Metropolitan Areas
        Type: general
      – SubjectFull: College Instruction
        Type: general
      – SubjectFull: Courses
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Course Descriptions
        Type: general
      – SubjectFull: Educational Objectives
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Netherlands
        Type: general
    Titles:
      – TitleFull: Education in Collaboration with Cities: The Intentions of Transdisciplinary Courses
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Nina Lotte Bohm
      – PersonEntity:
          Name:
            NameFull: Renate G. Klaassen
      – PersonEntity:
          Name:
            NameFull: Ellen van Bueren
      – PersonEntity:
          Name:
            NameFull: Perry den Brok
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1467-6370
            – Type: issn-electronic
              Value: 1758-6739
          Numbering:
            – Type: volume
              Value: 25
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: International Journal of Sustainability in Higher Education
              Type: main
ResultId 1