Action Learning Partnerships: Carbon, Commerce and Community Co-Learning at a Canadian University

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Autor/inn/en	Booth, Annie; Earley, Sinead; Aben, Kyle; Otter, Barbara; Corrigal, Todd; Ray, Christie
Titel	Action Learning Partnerships: Carbon, Commerce and Community Co-Learning at a Canadian University
Quelle	In: International Journal of Sustainability in Higher Education, 21 (2020) 5, S.943-957 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-02-2020-0071
Schlagwörter	Active Learning; Partnerships in Education; Foreign Countries; Federal Government; Undergraduate Students; Energy Management; Conservation (Environment); Curriculum Development; School Business Relationship; Government School Relationship; Energy Conservation; Sustainable Development; Cooperative Learning; Reflection; Canada + Suchen Sie Ihr Suchwort? Aktives Lernen; Hochschulpartnerschaft; Ausland; Bundesregierung; Energiehaushalt; Conservation; Environment; Konservierung; Bewahung; Umwelt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Energieerhaltung; Energiespeicherung; Nachhaltige Entwicklung; Kooperatives Lernen; Kanada
Abstract	Purpose: The purpose of this paper is to discuss an innovative course offered as a partnership between the University of Northern British Columbia (UNBC) (Canada), the Prince George Chamber of Commerce (Canada) and local businesses: UNBC's third-year undergraduate/graduate course, carbon and energy management. Design/methodology/approach: The authors have all participated in the development, design and/or delivery of the course and have provided their reflections on the experience. In addition, they sought insights from students and other interested people on the impact and significance of this course. Findings: Carbon and energy management is an action learning-based co-created course initiated by the Chamber to address an interest in mitigating climate change amongst local businesses. Among businesses, the carbon economy is under considerable discussion. The increased awareness of climate change, and the need to better manage carbon, has led to local businesses eager to reduce greenhouse gases but lacking the expertise necessary. UNBC students (undergraduate and graduate) learn innovative and practical skills through creating carbon footprint analyses for small- to medium-sized business/non-profit clients, providing recommendations on reducing reliance on fossil fuels and formally presenting their findings to their clients. After five years, 46 businesses and non-profit organizations have participated in the course along with over 30 students and 5 separately hired student interns. The Chamber is now rolling out the program for Canadian Chamber of Commerce interested in similar community-university partnerships. Originality/value: This paper describes a course that is a novel approach to university-community partnerships, both in approach and focus area. The linking, through the course, of small- to medium-sized businesses with the provision of plans for carbon reduction developed by university students is an unusual approach. However, there is significant value to all partners in the approach. Allowing the main community partner to serve as the lead in the project also offers an unusual experience and perspective for the university partner, as often such partnerships are largely driven by the post-secondary institution's interests and needs, which can create a challenging power dynamic. Instead, the course offers a lesson in how a university can be clearly in service to the community at the community's invitation. Finally, this paper offers reflections on the value of this type of project for creating sustainability initiatives from the perspective of all participants, students, faculty, university administration, city government, participating businesses and the Chamber of Commerce, demonstrating the critical need for understanding a project as an intersection of all participating actors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01