This paper explores a global trend where universities are collaborating with local government, industry and civic organisations to advance the sustainable transformation of a specific town, city or region. With empirical evidence, we argue that this function of ‘cocreation for sustainability’ could be interpreted as the seeds of an emerging, new mission for the university. We demonstrate that this still evolving mission differs significantly to the economic focus of the third mission and conventional technology transfer practices, which we argue, should be critically examined. After defining five channels through which a university can fulfil the emerging mission, we analyse two frontrunner ‘transformative institutions’ engaged in co-creating social transformations in pursuit of materialising sustainable development in specific locations and regions. This study seeks to add to the debate on the third mission and triple-helix partnerships. It does so by incorporating sustainable development and place-based co-creation with government, industry and civil society. (Less)

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Beyond the third mission: Exploring the emerging university function of co-creation for sustainability

The field of sustainability science aims to understand the complex and dynamic interactions between natural and human systems in order to transform and develop these in a sustainable manner. As sustainability problems cut across diverse academic disciplines, ranging from the natural sciences to the social sciences and humanities, interdisciplinarity has become a central idea to the realm of sustainability science. Yet, for addressing complicated, real-world sustainability problems, interdisciplinarity per se does not suffice. Active collaboration with various stakeholders throughout society—transdisciplinarity—must form another critical component of sustainability science. In addition to implementing interdisciplinarity and transdisciplinarity in practice, higher education institutions also need to deal with the challenges of institutionalization. In this article, drawing on the experiences of selected higher education academic programs on sustainability, we discuss academic, institutional, and societal challenges in sustainability science and explore the potential of uniting education, research and societal contributions to form a systematic and integrated response to the sustainability crisis.

Establishing sustainability science in higher education institutions: Towards an integration of academic development, institutionalization, and stakeholder collaborations

Establishing sustainability science in higher education institutions : towards an integration of academic development, institutionalization, and stakeholder collaborations (Special Feature : Sustainability science: bridging the gap between science and society)

This article traces multiple directions in the evolution of agroecology, from its early emphasis on ecological processes in agricultural systems, to its emergence as a multidimensional approach focusing on broader agro-food systems. This review is timely, as agroecology is being increasingly applied within a diversity of scientific-, policy-, and farmer-based initiatives. We contrast different agroecological perspectives or “agroecologies” and discuss the characteristics of an agroecology characterized by a transdisciplinary, participatory and action-oriented approach. Our final discussion describes the contents of the special issue, and states our goal for this compilation, which is to encourage future work that embraces an agroecological approach grounded in transdisciplinarity, participation, and transformative action.

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Agroecology as a Transdisciplinary, Participatory, and Action-Oriented Approach

Purpose – The article aims to describe the problem- and project-based learning (PPBL) program and the institutional context at Arizona State University’s School of Sustainability (SOS), with the goal of offering experience-based guidance for similar initiatives in sustainability programs around the world. Design/methodology/approach – This case study presents the diverse PPBL activities that SOS offers on the undergraduate and the graduate levels and examines the institutional structures in place that support these activities. Data were collected through literature and document reviews, observations, interviews, student evaluations and faculty surveys. Findings – The review of the PPBL program at SOS illustrates a case of successfully inaugurating a PPBL program in sustainability at a major university in the USA. Yet, a key challenge for this program and similar programs around the world is how to maintain the institutional momentum and make advances after the initial takeoff. SOS is attempting to address...

Integrating problem- and project-based learning into sustainability programs: A case study on the School of Sustainability at Arizona State University

Despite a growing recognition that the solutions to current environmental problems will be developed through collaborations between scientists and stakeholders, substantial challenges stifle such cooperation and slow the transfer of knowledge. Challenges occur at several levels, including individual, disciplinary, and institutional. All of these have implications for scholars working at academic and research institutions. Fortunately, creative ideas and tested models exist that provide opportunities for conversation and serious consideration about how such institutions can facilitate the dialogue between scientists and society.

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Pam Sturner

Papers

The Engaged University: Providing a Platform for Research That Transforms Society