Tree model: 22/12/2011. The 'Tree Model' A Strategic approach to the Integration of Sustainable Development in Higher Education

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1 Trainings and social responsability: what strategies of transition of the European higher education institutions? Niko Roorda, SD professor Avans University, Wittenborg University, Dutch Found. of Sust. in Higher Educ. Our success: The tree model approach Inter & transdisciplinary cooperation Multidisciplinary relations Basics: introduction to SD Methodologies Input: Mission, goals Output: Effect on profession & society Our challenge: To apply this model in other sectors 1 Tree model: Roots: Trunk: Biochemistry: Branches: Internal structure: Forest, ecosystem: Growth process: Fruits: Vision, mission, educational goals Basic module / introduction to SD Multidisciplinary integration Interdisciplinary integration Development & maintenance of study programme Output: effect on professions & society Input Process Output 2 1

2 Tree model: Roots: Trunk: Biochemistry: Branches: Internal structure: Forest, ecosystem: Growth process: Fruits: Vision, mission, educational goals Basic module / introduction to SD Multidisciplinary integration Interdisciplinary integration Development & maintenance of study programme Output: effect on professions & society Textbook 3 Available: March 2012 Including (website): Glossary Learning goals per chapter Summary per chapter Extra texts > 200 exercises 40 video clips And for lecturers: Explanations to exercises Powerpoint per chapter From lecturers for lecturers search for Roorda 4 2

3 Tree model: Roots: Trunk: Biochemistry: Branches: Internal structure: Forest, ecosystem: Growth process: Fruits: Vision, mission, educational goals Basic module / introduction to SD Multidisciplinary integration Interdisciplinary integration Development & maintenance of study programme Output: effect on professions & society RESFIA+D 5 The sustainably competent professional RESFIA+D : Professional competences for sustainable development Competence R: Responsibility Competence E: Emotional intelligence A sustainably competent professional bears A sustainably competent professional responsibility for his or her own work. empathises with the values and emotions of others. Competence S: System orientation Competence F: Future orientation A sustainably competent professional thinks A sustainably competent professional works and acts from a systemic perspective. and thinks on the basis of a perspective of the future. Competence I: personal Involvement Competence A: Action skills A sustainably competent professional has a A sustainably competent professional is personal involvement in sustainable decisive and capable of acting. development. Plus: Disciplinary competences for sustainable development The Seven Competences for Sustainable Development : Chapter

4 Competence R: Responsibility A sustainably competent professional bears responsibility for his or her own work 1. Create a stakeholder analysis on the basis of the consequence scope and the consequence period Competence E: Emotional intelligence A sustainably competent professional empathises with the values and emotions of others Recognise and respect his or her own values and those of other people and cultures 2. Take personal responsibility Distinguish between facts, assumptions, opinions Be held personally accountable with respect to society (transparency) Competence S: System orientation A sustainably competent professional thinks and acts from a systemic perspective. 1. Think from systems: flexibly zoom in and out on issues, i.e. thinking analytically and holistically in turn 2. Recognise flaws in the fabric and sources of vigour in systems; have the ability to use the sources of vigour Cooperate on an interdisciplinary and transdisciplinary basis Competence T: Future orientation A sustainably competent professional works and thinks on the basis of a perspective of the future Think on different time scales flexibly zoom in and out on short and long term approaches H Recognise and utilise non linear processes Think integrally and chain oriented Think innovatively, creatively, out of the box 8.4 Competence I: personal Involvement A sustainably competent professional has a personal involvement in sustainable development. 1. Consistently involve sustainable development in the own work as a professional (sustainable attitude) Competence A: Action skills A sustainably competent professional is decisive and capable of acting Weigh up the unweighable and make decisions Passionately work towards dreams and ideals Deal with uncertainties Employ his or her conscience as the ultimate yardstick Act when the time is right, and not go against the current: action without action Example: RESFIA+D: E: Emotional intelligence: E1. Recognise and respect his or her own values and those of other people and cultures Levels of competence: level 1: Apply Level 2: Integrate Level 3: Improve Level 4: Innovate You formulate the values from which you think and act as a professional. You formulate the values from which others think and act who are involved or have an interest in your professional actions. You listen actively to others, and you communicate respectfully with these others about the differences in values. You cooperate with these others, you utilize both the similarities and the differences of the values as an enrichment and reinforcement of the quality of your activities. You enrich and reinforce the quality of your professional activities by actively expanding the cooperation to people or cultures with other values. This is applied: - by educators: for education (re)design - by companies: for Human Resource Management (HRM) - by students & professionals: for personal development planning 8 4

5 Tree model: Roots: Trunk: Biochemistry: Branches: Internal structure: Forest, ecosystem: Growth process: Fruits: Vision, mission, educational goals Basic module / introduction to SD Multidisciplinary integration Interdisciplinary integration Development & maintenance of study programme Output: effect on professions & society Website 9 Classic education, lectures, etc. Problem based learning Project education Discussions Research (by students) Enterprises (by students) Serious games Reflection Internships Methodologies

6 Example: A math exercise A PVC factory discharges waste water in a river (flow = 4000 l/min). ( ) At AM, methyl mercury ethanolate is discovered in the waste water (3 ppm). At AM, the valve starts closing. At AM it is closed. The flow as a function of time is sine shaped. A. How many grams of M M Eare discharged at least? (Exercise 8.6) B. And how many grams at most? C. What happened between and AM? D. What instruction do you give to the press officer? 11 Tree model: Roots: Trunk: Biochemistry: Branches: Internal structure: Forest, ecosystem: Growth process: Fruits: Vision, mission, educational goals Basic module / introduction to SD Multidisciplinary integration Interdisciplinary integration Development & maintenance of study programme Output: effect on professions & society

7 Auditing Instrument for Sustainability in Higher Education Vision Policy Communication Internal environmental management Network Expert group Staff development plan 2.4 Research, external services Profile of the graduate Educational methodology Role of the teacher Student examination Curriculum Integrated Problem Handling Traineeships, graduation 4.4 Speciality Appreciation by staff Appreciation by students Appreciation by professional field Appreciation by society Present situation Desired situation Certificate Keurmerk * 1 Certificate Keurmerk **

8 applied: Netherlands Belgium Sweden (Swedish translation: ISBN , 2008) Germany Austria Spain Ukrain Bangladesh Brazil Interested universities: Argentina, Colombia, Venezuela, Ecuador (training Buenos Aires, 2009) Belarus Canada Portugal Australia 15 Development stages: Stage 1: Activity oriented Stage 2: Process oriented Stage 3: System oriented (etc.)

9 Visie 1.2 Beleid 1.3 Communicatie 1.4 Interne milieuzorg 2.1 Netwerk 2.2 Expert-groep 2.3 Ontwikkelingsplan personeel 2.4 Onderzoek en externe dienstverlening 3.1 Profiel van de afgestudeerde 3.2 Onderwijsmethodologie 3.3 Rol van de docent 3.4 Toetsing 4.1 Curriculum 4.2 Geïntegreerde probleemaanpak 4.3 Stages, afstuderen 4.4 Specialisme 5.1 Medewerkers 5.2 Studenten 5.3 Werkveld 5.4 Maatschappij Visie 1.2 Beleid 1.3 Communicatie 1.4 Interne milieuzorg 2.1 Netwerk 2.2 Expert-groep 2.3 Ontwikkelingsplan personeel 2.4 Onderzoek en externe dienstverlening 3.1 Profiel van de afgestudeerde 3.2 Onderwijsmethodologie 3.3 Rol van de docent 3.4 Toetsing 4.1 Curriculum 4.2 Geïntegreerde probleemaanpak 4.3 Stages, afstuderen 4.4 Specialisme 5.1 Medewerkers 5.2 Studenten 5.3 Werkveld 5.4 Maatschappij Visie 1.2 Beleid 1.3 Communicatie 1.4 Interne milieuzorg 2.1 Netwerk 2.2 Expert-groep 2.3 Ontwikkelingsplan personeel 2.4 Onderzoek en externe dienstverlening 3.1 Profiel van de afgestudeerde 3.2 Onderwijsmethodologie 3.3 Rol van de docent 3.4 Toetsing 4.1 Curriculum 4.2 Geïntegreerde probleemaanpak 4.3 Stages, afstuderen 4.4 Specialisme 5.1 Medewerkers 5.2 Studenten 5.3 Werkveld 5.4 Maatschappij to a policy approach ACT Policy plan Orientation From separate starting steps 17 ACT Policy plan Certificate Sustainable Development in Higher Education Certificate

10 System Integration of Sustainable Development SISD Certificate I.e. System Integration of SD is realized when the organization has proved to be overall at stage 3 ( system oriented ) SISD was defined and evalated through case studies in the PhD dissertation Sailing on the Winds of Change (Niko Roorda, 2010) Download from 19 Complete set of instruments for organisational development Dissertation Vision 1.2 Policy 1.3 Communication 1.4 Internal environmental management 2.1 Network 2.2 Expert group 2.3 Staff development plan 2.4 Research, external services 3.1 Profile of the graduate 3.2 Educational methodology 3.3 Role of the teacher 3.4 Student examination 4.1 Curriculum 4.2 Integrated Problem Handling 4.3 Traineeships, graduation 4.4 Speciality 5.1 Appreciation by staff 5.2 Appreciation by students 5.3 Appreciation by professional field 5.4 Appreciation by society Basics book Checklist: Characteristics of Education for Sustainable Developm Principes Kenmerken Details Verbondenhei Systeemdenken Verbinden van delen, subsystemen of aspectsystemen. analytische en holistische benadering; tussen klein en g RESFIA+D : Competences for SD d, complexiteit globaal. Multi, inter of Verbinden van disciplines en stakeholders. Evenwicht m evenwicht m.b.t. disciplines. Competentie V: Verantwoordelijkh. Competentie E: Emot. intelligentie transdisciplinariteit Levenscyclusbenadering verbinden van fases in de levenscyclus. Betreft levenscy Een duurzame professional draagt Een duurzame professional leeft zich in producten, bedrijven, habitats, culturen, ontwerpen, p verantwoordelijkheid voor het eigen in waarden en gevoelens van anderen. Intercultureel, Verbinden van mensen, (sub)culturen, regio s, landen. werk. waarden en perspectieven van anderen. internationaal Toekomst oriëntatie Verbinden van verleden, heden en toekomst. Betreft zo korte termijn doelen, gebaseerd op visies van duurzam Competentie S: Systeemgerichtheid Competentie T: Toekomstgerichtheid ontwikkelingen. Innovativiteit Openstaan voor Soepelheidvan geest; vermogen tot omgaan met onze Een duurzame professional denkt en Een duurzame professional denkt en verandering werkt vanuit een systeemvisie. werkt vanuit een toekomstperspectief. Openstaan voor Creativiteit, non lineariteit, out of the box denken, aan Competentie I: persoonlijke Inzet Competentie A: Actievaardigheid onverwachte. nieuwe oplossingen Een duurzame professional zet zich Een duurzame professional treedt Functie oriëntatie Stimuleren van creatieve ideeën en ontwerpprocessen, bestaande producten of diensten naar onderliggende f persoonlijk in voor duurzame besluitvaardig en handelingsbekwaam behoeften, gericht op het vinden van alternatieve man ontwikkeling. op. vervullen. Actieleren, Toepassing van kennis Verkrijgen en toepassen van kennis, hetzij na elkaar, h Plus D: Disciplinaire competenties voor duurzame ontwikkeling ( learning by doing ). Gericht op vinden van toepasbare sociaal leren reële problemen. Multi methoden Bijv. just in time lessen, discussies, drama, spellen, etc Realistische situaties Contextrijk leren, in gesimuleerde of werkelijk bestaan RESFIA+D Betrokkenheid Persoonlijk betrokken, gericht duurzaamheidsdoelen. Samenwerken Teamwerk binnen studentengroepen; samenwerking m professionals. Reflexiviteit Leren leren Reflectie op het eigen leerproces, gericht op continue v Levenslang leren. Verantwoordelijk heid Verantwoordelijkheid voor het eigen leerproces, en (to hoogte) voor de leerdoelen. Ook: verantwoordelijkheid van professionele activiteiten (stakeholder benadering Waarde gedreven Bewust van de relevantie en de betrekkelijkheid van im en meningen Kritisch denken Kritische houding t.a.v. vragen, opdrachten, methoden eigen functioneren Robuustheid van Bewust van mate van zekerheid van kennis, gegevens, subjectief, intersubjectief, objectief (opinies, theorieën informatie Voornaamste bronnen: Agenda 21 (UNCED, 1992), Orr (1992), De Haan & Harenberg (1999), De Haan (2002),Sterli (2004a, 2005), UNECE (2005), Martens (2006), Van Dam Mieras (2007), Dyball, Brown & Keen (2007), Barth & Bura Dieleman and Juárez Nájera (2008). Tree model Certificate Sustainable Development in Higher Education Checklist Certificate Contact: nroorda@planet.nl Curriculum Scan