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Globally, indigenous knowledge (IK) has been shown to be a critical factor in economic growth and sustainable development and is as important as scientific knowledge. However, when it comes to the African narrative, IK research still seems to fall short, even with the great recognition and interest it is attracting. IK has always been underprivileged and marginalized, treated as an unsubstantiated type of knowledge that cannot provide any scientific solutions. Consequently, the aim of this paper is to provide an insight into the importance of IK research from a comparative African perspective from 1990 to 2020. The paper used a combination of bibliometric analysis and the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) protocol to provide a comprehensive view of IK research. The VOSviewer software was used to provide a visualization of the bibliometric analysis through network maps. The findings suggest that while IK is a globally recognized concept, the African narrative is missing and not told by Africans. Most researched studies on IK in Africa are on ethnobotany, customs, traditions, agroforestry, and agriculture. Moreover, most of the IK research is from Southern Africa. There is a need for the integration of IK and scientific knowledge to develop well-informed approaches, methodologies, and frameworks that cater to indigenous communities and resilient ecological development. The research outcomes provide valuable insights for future research trends; they further highlight opportunities for building research partnerships for strengthening policy generation and implementation. [ABSTRACT FROM AUTHOR]

Cooperation of Universities and Non-University Partners to Design Higher Education for Regional Sustainable Transition. It is shown that the MLP has to be adopted for studying the transition of universities and university systems towards a sustainable developmental role in the regional context. Hoinle et al. [[6]] focus on how universities foster regional transition through teaching, particularly in collaboration with local non-university partners. [Extracted from the article]

This article establishes the multilevel perspective (MLP) as one of the main research approaches in transition research to study complex systemic change processes in socio-technical systems at different structural levels. The application of the MLP to the higher education system, especially to conceptualize the transition of universities towards a sustainable (regional) developmental role, is still in its infancy. Through using a descriptive narrative analysis of seminal articles, the results of the four-years cooperation within an expert working group, and own empirical findings, the present paper investigates the suitability of the MLP to study the transition of universities and university systems towards a sustainable developmental role in the regional context. Based on these investigations, three further perspectives (which must be considered for establishing a more comprehensive understanding of the universities' sustainable developmental role) are identified and conceptualized: (a) The target dimension of sustainable regional development, (b) the role of agency, and (c) the introduction of space and place to multiscalar regional transitions. Based on these perspectives, a future research agenda beyond the MLP is developed. [ABSTRACT FROM AUTHOR]

Since the fall of the Soviet Union, higher education (HE) in post-Soviet reality continues to face complex challenges, including hierarchical structures, antiquated teaching methods, and lack of international standards. In the meantime, in the US and in Europe, HE has recently focused on participatory curriculum development (PCD) and programs that seek to directly connect student learning to "real-world" problems, accelerating positive change in curricula and through their contributions to regional communities. Accepted into the Bologna Process—the standardization of European HE—Armenian HE institutions struggle to satisfy requirements and related sustainable development goals with centralized standards, inhibiting them from being internationally competitive and regional sustainability change agents. In this article, we examine post-Soviet HE development since 1991 and challenges, with a particular focus on Armenia; what participatory curriculum building may offer; and how it contributes to HE and regional sustainability transitions. A systematic literature review was applied, using specific combinations of important terms restricting the search with criteria such as language, year of publication, and descriptive or critical in nature. The results illustrate the status quo of post-Soviet HE, synthesize current barriers of HE as potential change agents, and highlight PCD as a way to overcome these barriers. [ABSTRACT FROM AUTHOR]

The research object of this study is the in-depth discourse on the sustainability transfer activities of higher education institutions (HEIs) and their contribution to a regional sustainable transformation. For this purpose, a heuristically-derived concept of sustainability transfer is empirically tested with a mixed-methods approach based on the example of Eberswalde University for Sustainable Development (HNEE). The empirical findings demonstrate that the realization of sustainability transfer depends mainly on the personal initiative of teachers and researchers. Major barriers are a lack of time and financial resources. The observed concept of sustainability transfer is applicable to all study and research areas of HNEE. Involvement in sustainability transfer can include the whole of society, from politics, enterprises, and civil society to education and research institutions. Overall, the empirical testing of the concept offered by this study illustrates its practical suitability to capturing specifically those sustainability transfer activities that are not tapped by third mission approaches. This opens up a novel dimension for transfer potential at universities and their role in regional sustainability transformation. It also highlights that the interdependencies between HEIs and practitioners need to be more contextualized with quality criteria such as the value of the transfer performance or level of ambition. [ABSTRACT FROM AUTHOR]

The study investigates the extent to which sustainability is anchored in university curricula of a federal state (Brandenburg, Germany). (1) It provides a baseline for identifying opportunities for sustainability-related curriculum reform by analyzing study programs, levels and type of degree, level of anchoring, and context within the documents. (2) The case studies included an analysis and quantitative evaluation of 748 curricular documents. (3) A third of the study programs refer to sustainability; to an equal extent in both bachelor's and master's programs, and to an above-average extent in the fields of science and engineering. There is a strong commitment to sustainability in 12% of the curricula; however, it is strongly anchored in only 3% of study and examination regulations, and in only 9% of module descriptions. (4) For the first time, we have comprehensive results on sustainability in university curricula of an entire federal state and can discuss potentials for its further integration. The innovative method was developed out of the National Monitoring on Education for Sustainable Development (ESD) and adapted to the federal state level; the analysis of curricula through a wider set of variables is transferrable to other states. (5) The study provides indications for the regional development of universities which is crucial for future regional sustainability transformation. [ABSTRACT FROM AUTHOR]

Teaching formats involving non-university partners are increasingly gaining importance to deliver key competencies needed in higher education for sustainable development. Such teaching formats may also create new transdisciplinary spaces that allow different actors to impact regional transition towards sustainable development. Against this background, this article focuses on how universities foster regional transition through teaching, particularly in collaboration with local non-university. Using the interdisciplinary certificate programs on sustainable development offered by the German Universities of Tübingen and Duisburg-Essen as case studies, we analyze the potentials and challenges of teaching programs on sustainable development for promoting regional transition. Leaning on the multi-level-perspective-approach, we have used qualitative interviews to shed light on the design of cooperation between the university and regional partners as well as the creation and integration of transdisciplinary learning spaces. This paper shows that the impact of such teaching formats on the regional transition consists primarily of awareness and network building. One of the most fundamental challenges faced is unequal power relations in terms of access to resources, financing, and doing the course planning. Simultaneously, co-design, mutual understanding, and collective decisions on roles and responsibilities and—especially—empathy and trust are crucial factors for successfully teaching cooperation towards regional sustainability. [ABSTRACT FROM AUTHOR]

The concept of transdisciplinarity (TD) has been introduced to find solutions for complex sustainability challenges via knowledge co-production by scientists and societal actors. The understanding of the societal role of universities is a critical factor when implementing transdisciplinarity in the academic systems of Post-Soviet countries, given their historic development. Using Armenia as a case, we adopted a qualitative research approach by analyzing legal documents, conducting semi-structured expert interviews and focus group discussions with a range of stakeholders. We identified discrepancies of expectations between stakeholders as challenges for a joint understanding of the societal role of universities, as well as differently perceived competences and motivations, which can lead to trust deficits. The results are discussed according to four main features of transdisciplinarity: focusing on real-life problems, transcending and integrating disciplinary paradigms, ensuring participatory research and teaching, and searching for unity of knowledge beyond disciplines. Findings show that no formal obstacles exist for implementing transdisciplinarity in two Armenian universities and that the societal understanding of the role of universities could be expanded. Yet, while society is in principle ready for collaboration, the initiative is expected to come from academia. A particular responsibility will lie with teachers from the younger generation to become key-agents for change. [ABSTRACT FROM AUTHOR]

Universities are expected to play a leading role in developing and maintaining sustainability. To contribute to a systemic and dynamic understanding of organizational change that is necessary in order to play such a role, we comparatively analyzed processes of organizational changes towards sustainability across thirteen universities in Austria. This comparative analysis is based on data from guided interviews and document analysis and on validation of preliminary results via group discussion and individual comments. The results show that all universities embedded sustainability in most of their areas of activity (research, teaching, operations, organizational culture, societal engagement), but the depth of integration and the type of structural embedding varies. Especially for early changes dating back to the 1990s, academics working in the broader field of sustainability studies were those agents of change, who—without formal mandate—skillfully and proactively initiated and drove organizational transformations following an idealistic and intrinsic motivation. A timeline analysis illustrates peaks of sustainability-related changes in the years of the foundation of inter-university networks in 2011 and 2017, which acted as alliances of change. Ministry intervention in 2015 helped to bring sustainability on the agenda of those universities with less change agency. In summary, sustainability transformations across the fields of teaching, research, operations, organizational culture, and societal engagement were driven by a fruitful interplay of change agency and change alliances and to a minor degree by top-down interventions. [ABSTRACT FROM AUTHOR]

The potential of universities to become ‘change agents’ for sustainability has increasingly been highlighted in the literature. Some largely open questions are how universities get involved in regional sustainability transitions and how that affects their role in these processes. This paper argues that universities need to develop a boundary-spanning capacity, which enables them to transcend disciplinary as well as sectoral boundaries in order to adopt a developmental role in regional sustainability transitions. It is investigated how universities develop this capacity within a particular regional context, using the method of a transition topology. Comparing how the relationships of universities with their surrounding regions developed in Augsburg (Germany) and Linz (Austria), the paper shows why these processes are place-specific. A university’s boundary-spanning capacity develops over time and differs according to the actors involved. The primarily bottom-up driven process in Augsburg was thematically quite broad and involved diverse actors. In Linz, the top-down initiated process was fragmented and more narrowly focused. Individual value-driven actors that made use of their personal networks played an important role in both regions. [ABSTRACT FROM AUTHOR]