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Readers are invited to imagine students helping to solve real-world sustainability problems brought to them by societal stakeholders and simultaneously learning about and contributing to sustainable changes in society. Effective sustainability research education engages students in just that. Higher education institutions are implementing this vision of education in entire curricula, individual courses, and extracurricular research activities. In this article, we build on the literature to describe a vision of sustainability research education and present an evaluative scheme for measuring its effectiveness. We apply the scheme to two sustainability research-education projects in Switzerland to test its applicability and to identify achievements of the projects and the areas where improvement is needed. Areas for improvement include collaboration between academics and practitioners, joint problem definition, and the guidance of students to participate successfully in collaborative, real-world projects.

Purpose: This paper aims at presenting the theoretical concepts of the transdisciplinary case study approach (TCS), which is a research and teaching approach developed and elaborated at the Swiss Federal Institute of Technology (ETH), as a means of transition support. Design/methodology/approach: The paper reveals the historical roots of case studies, transdisciplinarity and sustainable development as teaching and research paradigms. The TCS approach is presented, which has been developed at ETH for supporting transition management of regional, urban, and organizational systems. This approach is entrenched by an ontology that reveals the basic characteristics of ill-defined transition problems, an epistemology that refers to Probabilistic Functionalism and distinguishes between multi-layered systemic and normative epistemics, a methodology that includes a set of methods for case representation (including modelling and projection), assessment, and strategy building, and a project management model that refers to more than a dozen TCSs in the field of sustainable development. Problems of validity of TCSs as a research methodology are discussed. Findings: Three major strengths of the TCS approach presented in the paper are: that it is based on three sound paradigms, which focus on different, relevant characteristics of complex, human-environment systems; i.e. the case study approach, transdisciplinarity and sustainable development, that it is strictly organized according to an elaborated and consistent theoretical framework that includes ontological, epistemological, methodological, and organizational considerations, and that it is itself subject to an ongoing inquiry and adaptation process. All theoretical considerations of the paper are clarified be elaborated examples from the more than 10 years experience with TCS of the authors. Practical implications: The paper gives a comprehensive overview of the theoretical foundation of TCS that might assist other scientists engaged in case study research and teaching to further develop their approaches. Additionally, relevant topics for further research in the field of TCS are presented which hopefully induce an inspiring discussion among case study researchers. Originality/value: As far we know, this paper is one of the first that presents a comprehensive and theoretically sound overview of applying transdisciplinary case studies as means of sustainability learning. Thus, it can be seen as a first, crucial step for establishing the new research field of TCS research and a sound research community of complex, transdisciplinary problem solving towards sustainability learning. (Contains 2 tables and 7 figures.)

Over the last decade, sustainability science has been at the leading edge of widespread efforts from the social and natural sciences to produce use-inspired research. Yet, how knowledge generated by sustainability science and allied fields will contribute to transitions toward sustainability remains a critical theoretical and empirical question for basic and applied research. This article explores the limitations of sustainability science research to move the field beyond the analysis of problems in coupled systems to interrogate the social, political and technological dimensions of linking knowledge and action. Over the next decade, sustainability science can strengthen its empirical, theoretical and practical contributions by developing along four research pathways focused on the role of values in science and decision-making for sustainability: how communities at various scales envision and pursue sustainable futures; how socio-technical change can be fostered at multiple scales; the promotion of social and institutional learning for sustainable development. [ABSTRACT FROM AUTHOR]

The emerging academic field focused on sustainability has been engaged in a rich and converging debate to define what key competencies are considered critical for graduating students to possess. For more than a decade, sustainability courses have been developed and taught in higher education, yet comprehensive academic programs in sustainability, on the undergraduate and graduate level, have emerged only over the last few years. Considering this recent institutional momentum, the time is seemingly right to synthesize the discussion about key competencies in sustainability in order to support these relatively young academic programs in shaping their profiles and achieving their ambitious missions. This article presents the results of a broad literature review. The review identifies the relevant literature on key competencies in sustainability; synthesizes the substantive contributions in a coherent framework of sustainability research and problem-solving competence; and addresses critical gaps in the conceptualization of key competencies in sustainability. Insights from this study lay the groundwork for institutional advancements in designing and revising academic programs; teaching and learning evaluations; as well as hiring and training faculty and staff. [ABSTRACT FROM AUTHOR]

The article discusses competence in sustainability research and problem solving. The focus of the article are the results of a series of workshops that were conducted, coordinated, and participated in by the authors, which were meant to increase competency in sustainability research and problem solving among university students, including one at the 8th Ball State University/Association for the Advancement of Sustainability in Higher Education (AASHE) “Greening of the Campus” Conference and one at the 2010 Annual Meeting of the American Association for the Advancement of Science (AAAS). An overview of the key competencies graduates need to in order to address sustainability issues is presented, including systems-thinking competence, anticipatory competence, and normative competence.

Purpose – Academic sustainability programs aim to develop key competencies in sustainability, including problem-solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real-world learning opportunities. Design/methodology/approach – The paper summarizes key competencies in sustainability, identifies criteria for real-world learning opportunities in sustainability programs, and draws on dominant real-world learning models including project- and problem-based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real-world learning opportunities. Findings – A "functional and progressive" model of real-world learning opportunities seems most conducive to introduce students (as well as faculty and community partners) to collaborative research between academic researchers and practitioners. The stepwise process combined with additional principles allows building competencies such as problem solving, linking knowledge to action, and collaborative work, while applying concepts and methods from the field of sustainability. Practical implications – The paper offers examples of real-world learning opportunities at the School of Sustainability at Arizona State University, discusses general challenges of implementation and organizational learning, and draws attention to critical success factors such as collaborative design, coordination, and integration in general introductory courses for undergraduate students. Originality/value – The paper contributes to sustainability education by clarifying how real-world learning opportunities contribute to the acquisition of key competencies in sustainability. It proposes a functional and progressive model to be integrated into the (undergraduate) curriculum and suggests strategies for its implementation. [ABSTRACT FROM AUTHOR]

Abstract: The sound development of city-regions presents a major planning challenge, as these regions are and will be the living spaces for the majority of the population. Therefore, a key question is how city-regions can be managed so that they develop in a sustainable way. Although Environmental Impact Assessment, Integrated Assessment, and other currently used approaches provide significant inputs for managing transition-processes towards sustainability, they must be extended to respond to three major deficiencies, which are (i) using lists of isolated indicators, (ii) not performing a consistency analysis of the targets to be achieved, and (iii) not utilizing the potential of transdisciplinary approaches. The authors present an approach to constructing Sustainability Solution Spaces for Decision-Making (SSP). This approach fulfils the systemic, normative, and procedural requirements of an appropriate sustainability assessment as elaborated in the technical literature. It provides a consistent set of targets considering the systemic relations among the indicators representing the city-region. This gives the decision-makers a concise guideline for sustainable decisions and makes them aware of the synergistic and contradictory effects of their decisions. The modular tool is first depicted as a general procedure and later differentiated into two transdisciplinary approaches, a participatory and an expert approach. [Copyright &y& Elsevier]