Embracing conflicts for interpersonal competence development in project-based sustainability courses

Bibliographic Data

ID21721264
AuthorsTheres Konrad (0000-0002-3191-1638, Leuphana University of Lüneburg), Arnim Wiek (0000-0001-8058-6440, Leuphana University of Lüneburg), Matthias Barth (0000-0002-5590-3667, Leuphana University of Lüneburg)
Year2020
Volume21
Issue1
Pages76-96
Publication date2020-01-06
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Sustainability in Higher Education (JOURNAL)
Journal identifiersISSN: 1467-6370 • E-ISSN: 1758-6739
PublisherEmerald (PUBLISHER)
DOI10.1108/ijshe-06-2019-0190
OpenAlexW2993708628
LanguageEN
Citations received19
References cited37

Purpose Advanced skills in communication, teamwork and stakeholder engagement are widely recognized as important success factors for advancing sustainability. While project-based learning formats claim to advance such skills, there is little empirical evidence that demonstrates how interpersonal competence is being developed. This study aims to describe and explains teaching and learning processes of project-based sustainability courses that contribute to the development of interpersonal competence as one of the key competencies in sustainability. Design/methodology/approach This study on an international project-based learning course adopted a multi-method case study approach, triangulating observations, semi-structured interviews and focus groups supported by Photovoice method through which students tracked their learning processes. Data collection and analysis followed a grounded theory approach. Findings Learning through and from conflicts within a learning community can foster competence development in teamwork, communication and stakeholder engagement. This study identified inner and outer conflicts (within individuals versus between individuals or groups) as potential drivers of learning processes, depending on strategies applied to address these conflicts. Originality value The value of this study is fourfold: it demonstrates how conflicts can be leveraged for students’ competence development; it provides in-depth empirical data from multiple perspectives, it discusses the findings in the context of teaching and learning theories, and it demonstrates an application of the Photovoice method to track and improve teaching and learning processes

Cooperative learning · Empirical research · Interpersonal communication · Knowledge management · Originality · Pedagogy · Photovoice · Political science · Project-Based Learning · Public relations · Stakeholder · Stakeholder engagement · Sustainability · Sustainable development · Teaching method · Teamwork · Computer Science · Environmental Education and Sustainability · Problem and Project Based Learning · Psychology · Social Psychology · Sustainability in Higher Education

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