{"title":"邪恶问题的创新教育:瓦赫宁根大学荣誉课程的影响研究","authors":"Aneeqah Tariq, Max van Deursen, Astrid Hendriksen","doi":"10.1080/1943815X.2022.2137203","DOIUrl":null,"url":null,"abstract":"ABSTRACT Despite the growing consensus that academic curricula should play a crucial role in addressing wicked problems, academic curriculum designers often find themselves entering uncharted waters. This impact study addresses a number of challenges in the search for how innovative ways of learning affect students’ ability to deal with wicked problems. The empirical research focuses on the case study of the Honours Programme of Wageningen University and draws on interviews with early career alumni. The concepts “agency” and “boundary spanning” are considered guiding principles to prepare students to cope with complexity and uncertainty, unreliable information, conflicting interpretations and non-transparent cause–effect relationships. This study finds that participation in the Honours Programme resulted in students developing agency in (1) ownership; (2) self-reflexivity and (3) shaping focus and boundary spanning between (1) disciplines; (2) people and (3) theory & practice. The study concludes that innovative education characterized by freedom, long-term projects, and real-life challenges can contribute to students developing agency and boundary spanning capacities.","PeriodicalId":16194,"journal":{"name":"Journal of Integrative Environmental Sciences","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Innovative education for wicked problems: An impact study of the Wageningen University Honours Programme\",\"authors\":\"Aneeqah Tariq, Max van Deursen, Astrid Hendriksen\",\"doi\":\"10.1080/1943815X.2022.2137203\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Despite the growing consensus that academic curricula should play a crucial role in addressing wicked problems, academic curriculum designers often find themselves entering uncharted waters. This impact study addresses a number of challenges in the search for how innovative ways of learning affect students’ ability to deal with wicked problems. The empirical research focuses on the case study of the Honours Programme of Wageningen University and draws on interviews with early career alumni. The concepts “agency” and “boundary spanning” are considered guiding principles to prepare students to cope with complexity and uncertainty, unreliable information, conflicting interpretations and non-transparent cause–effect relationships. This study finds that participation in the Honours Programme resulted in students developing agency in (1) ownership; (2) self-reflexivity and (3) shaping focus and boundary spanning between (1) disciplines; (2) people and (3) theory & practice. The study concludes that innovative education characterized by freedom, long-term projects, and real-life challenges can contribute to students developing agency and boundary spanning capacities.\",\"PeriodicalId\":16194,\"journal\":{\"name\":\"Journal of Integrative Environmental Sciences\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2022-11-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Integrative Environmental Sciences\",\"FirstCategoryId\":\"93\",\"ListUrlMain\":\"https://doi.org/10.1080/1943815X.2022.2137203\",\"RegionNum\":4,\"RegionCategory\":\"环境科学与生态学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"ENVIRONMENTAL SCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Integrative Environmental Sciences","FirstCategoryId":"93","ListUrlMain":"https://doi.org/10.1080/1943815X.2022.2137203","RegionNum":4,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"ENVIRONMENTAL SCIENCES","Score":null,"Total":0}
Innovative education for wicked problems: An impact study of the Wageningen University Honours Programme
ABSTRACT Despite the growing consensus that academic curricula should play a crucial role in addressing wicked problems, academic curriculum designers often find themselves entering uncharted waters. This impact study addresses a number of challenges in the search for how innovative ways of learning affect students’ ability to deal with wicked problems. The empirical research focuses on the case study of the Honours Programme of Wageningen University and draws on interviews with early career alumni. The concepts “agency” and “boundary spanning” are considered guiding principles to prepare students to cope with complexity and uncertainty, unreliable information, conflicting interpretations and non-transparent cause–effect relationships. This study finds that participation in the Honours Programme resulted in students developing agency in (1) ownership; (2) self-reflexivity and (3) shaping focus and boundary spanning between (1) disciplines; (2) people and (3) theory & practice. The study concludes that innovative education characterized by freedom, long-term projects, and real-life challenges can contribute to students developing agency and boundary spanning capacities.
期刊介绍:
Journal of Integrative Environmental Sciences (JIES) provides a stimulating, informative and critical forum for intellectual debate on significant environmental issues. It brings together perspectives from a wide range of disciplines and methodologies in both the social and natural sciences in an effort to develop integrative knowledge about the processes responsible for environmental change. The Journal is especially concerned with the relationships between science, society and policy and one of its key aims is to advance understanding of the theory and practice of sustainable development.