Measuring the impact of student knowledge exchange for sustainability: A systematic literature review and framework

Gamze Yakar-Pritchard , Muhammad Usman Mazhar , Ana Rita Domingues , Richard Bull
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Abstract

Knowledge Exchange is a rapidly emerging phenomenon in the higher education sector. Nevertheless, it remains a niche area with limited studies examining the impact of knowledge exchange for sustainability on students. This research adopted a systematic literature review approach to review sustainability-oriented project-based learning and student knowledge exchange with a view to developing a framework to measure the impact of student knowledge exchange for sustainability. The literature review was based on 38 journal papers selected out of 3578 search results with an application of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flow chart methodology. A qualitative content analysis was used to identify and explore the main concepts and variables to evaluate the content of the articles selected by SLR. The results showed three main categories to be systematically measured to understand their impact: (i) capacity building, (ii) affective domain, and (iii) career readiness. Capacity building requires measuring students' sustainability knowledge, competence, and skill levels. The affective domain evaluates changes in students' perceptions, attitudes, and behaviours identified as affective learning outcomes for sustainability. Career readiness assesses a student's level of preparation for the workplace. These variables/constructs informed the development of a framework to measure the impact of student KE for sustainability in a systematic and comprehensive way. The proposed framework is the study's main contribution, supporting measuring the impact of student knowledge exchange for sustainability. It provides a way to address impact holistically and define what specific variables/constructors should be measured to quantify students' impact.

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衡量学生知识交流对可持续发展的影响:系统文献综述和框架
知识交流是高等教育领域迅速兴起的一种现象。然而,它仍然是一个小众领域,对可持续发展知识交流对学生影响的研究十分有限。本研究采用了系统的文献综述方法,对以可持续发展为导向的项目式学习和学生知识交流进行了综述,以期制定一个框架来衡量学生知识交流对可持续发展的影响。文献综述基于从 3578 项搜索结果中筛选出的 38 篇期刊论文,采用了 PRISMA(系统综述和元分析首选报告项目)流程图方法。采用定性内容分析来确定和探索主要概念和变量,以评估 SLR 所选文章的内容。结果显示,为了解其影响,有三大类别需要进行系统测量:(i) 能力建设,(ii) 情感领域,(iii) 职业准备。能力建设要求衡量学生的可持续发展知识、能力和技能水平。情感领域评估学生在观念、态度和行为方面的变化,这些变化被确定为可持续发展的情感学习成果。职业准备评估学生对工作场所的准备程度。这些变量/结构为制定一个框架提供了依据,该框架可以系统、全面地衡量学生可持续发展知识教育的影响。建议的框架是这项研究的主要贡献,它支持衡量学生知识交流对可持续发展的影响。它提供了一种全面解决影响问题的方法,并确定了应衡量哪些具体变量/结构来量化学生的影响。
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3.30
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0.00%
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