Establishing Transdisciplinary Minor Programme as a Way to Embed Sustainable Development into Higher Education System: Case by Tongji University, China

Autor/inn/en	Jia, Qian; Wang, Ying; Fengting, Li
Titel	Establishing Transdisciplinary Minor Programme as a Way to Embed Sustainable Development into Higher Education System: Case by Tongji University, China
Quelle	In: International Journal of Sustainability in Higher Education, 20 (2019) 1, S.157-169 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-05-2018-0095
Schlagwörter	Interdisciplinary Approach; Case Studies; Foreign Countries; Sustainable Development; Teaching Methods; Learning Processes; Undergraduate Students; Student Projects; Active Learning; Essays; Educational Change; Environmental Education; China + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study; Ausland; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schulprojekt; Aktives Lernen; Essay; Aufsatzunterricht; Bildungsreform; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	Purpose: The purpose of this paper is to provide a case study of the establishment and development of a minor program in Sustainable Development in Tongji University, China, and how it contributes to embedding sustainable development into higher education system as an alternative platform for researchers and students to involve in a transdisciplinary teaching and learning process. Design/methodology/approach: This case reviews the institutional setting and the different studying models and requirements for postgraduates and undergraduates. Postgraduate students have to take four core courses, select one module with four themed courses (4 + 4 fixed) and complete a transdisciplinary essay, and undergraduates can choose any three courses in all modules apart from the four core courses (4 + 3 open), with a transdisciplinary group project. Findings: The development of the minor program reveals the popularity and decline of different modules, because of the popularity of the schools and institutes behind them, the university legacy and the media influence. The program design spurs transdisciplinary thinking on sustainable development but brings about challenges including time conflict with students' major study. In conclusion, this program explores alternative education practices in embedding sustainable development in education system, contributing to and reflect on Education for Sustainable Development and the education reform in China. Originality/value: The case presents a unique way of implementing Education for Sustainable Development in higher education system, in which minor education stands between formal and informal curriculum to tackle the barriers in undertaking sustainable development initiatives in curricula, through nurturing the culture and providing organizational support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01