Utilizing international networks for accelerating research and learning in transformational sustainability science |
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| Authors: | Lauren Withycombe Keeler Arnim Wiek Daniel J. Lang Makoto Yokohari John van Breda Lennart Olsson Barry Ness Jordi Morato Jordi Segalàs Pim Martens Luis A. Bojórquez-Tapia James Evans |
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| Affiliation: | 1.Faculty of Sustainability,Leuphana University of Lüneburg,Lunenburg,Germany;2.School of Sustainability,Arizona State University,Tempe,USA;3.Department of Urban Engineering, Graduate School of Engineering,The University of Tokyo,Tokyo,Japan;4.School of Public Leadership,Stellenbosch University,Stellenbosch,South Africa;5.Lund University Centre for Sustainability Studies (LUCSUS),Lund University,Lund,Sweden;6.Research Institute for Sustainability Science and Technology,Universitat Politècnica de Catalunya,Barcelona,Spain;7.International Center for Integrated Assessment and Sustainable Development (ICIS),Maastricht University,Maastricht,The Netherlands;8.Laboratorio Nacional de Ciencias de la Sostenibilidad (LANCIS), Instituto de Ecología,Universidad Nacional Autónoma de México (UNAM),Mexico,Mexico;9.School of Environment, Education and Development,University of Manchester,Manchester,UK |
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| Abstract: | A promising approach for addressing sustainability problems is to recognize the unique conditions of a particular place, such as problem features and solution capabilities, and adopt and adapt solutions developed at other places around the world. Therefore, research and teaching in international networks becomes critical, as it allows for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations. This article identifies eight distinct types of research and teaching collaborations in international networks that can support such accelerated learning. The four research types are, with increasing intensity of collaboration: (1) solution adoption; (2) solution consultation; (3) joint research on different problems; and (4) joint research on similar problems. The four teaching types are, with increasing intensity of collaboration: (1) adopted course; (2) course with visiting faculty; (3) joint course with traveling faculty; and (4) joint course with traveling students. The typology is illustrated by extending existing research and teaching projects on urban sustainability in the International Network of Programs in Sustainability, with partner universities from Europe, North America, Asia, and Africa. The article concludes with challenges and strategies for extending individual projects into collaborations in international networks. |
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