Framing and facilitating complex problem-solving competences in interdisciplinary megaprojects
An institutional strategy to educate for sustainable development
Bibliographic Data
| ID | 21720904 |
|---|---|
| Authors | Lykke Brogaard Bertel (0000-0002-1460-2905, Aalborg University), Maiken Winther (0009-0001-3226-7151, Aalborg University), Henrik Worm Routhe (0000-0001-7368-9978, Aalborg University), Anette Kolmos (0000-0002-0186-2839, Aalborg University) |
| Year | 2022 |
| Volume | 23 |
| Issue | 5 |
| Pages | 1173-1191 |
| Publication date | 2022-05-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-10-2020-0423 |
| OpenAlex | W3206279108 |
| Language | EN |
| Citations received | 16 |
| References cited | 9 |
Purpose Problem-based learning (PBL) has been suggested as an approach to education for sustainable development (ESD); however, the integration of interdisciplinarity is continuously challenged as it requires transfer and collaboration across disciplinary boundaries, as well as integration into an often already-overflowing curriculum. Even in formalized PBL universities emphasizing student responsibility for defining relevant problems, envisioning sustainable solutions and developing transversal competences, interdisciplinary collaboration is still often “relocated” to extra-curricular activities. This paper aims to explore Aalborg University (AAU) Megaprojects as a case for systematically integrating principles of ESD, and particularly interdisciplinarity, into PBL at scale. Design/methodology/approach The paper proposes a framework for analysing potentials and challenges concerning interdisciplinary framing and facilitation in large-scale projects based on PBL- and ESD-related research and presents findings from a case study on the first three rounds of megaprojects at AAU in 2019 and 2020. Findings The findings indicate that interdisciplinary megaprojects have the potential to motivate students to engage in sustainable development; however, they require systematic framing and guided facilitation, particularly in the early stages, for students to take ownership, prioritize collaboration and see the contribution to and connection between disciplines. They also need prioritization at all institutional levels to succeed as an institutional strategy of ESD. Originality/value The paper provides insights into the potentials and challenges of framing and facilitating large-scale megaprojects as an approach to integrate the SDGs and interdisciplinary collaboration into higher education. Hence, it aims to provide new insights, concepts and practices for ESD and PBL for sustainability
Civil engineering · Education for sustainable development · Engineering ethics · Frame problem · Political science · Social science · Sociology · Sustainability · Sustainable development · Transdisciplinarity · Computer Science · Design Education and Practice · Engineering · Innovative Approaches in Technology and Social Development · Sustainability in Higher Education · Ecology
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| Unique citing works | 16 |
|---|---|
| Citations per year | 5,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |