Designing a sustainability-driven entrepreneurship curriculum as a social learning process: A case study from an international knowledge alliance project
暂无分享,去创建一个
Marco Rieckmann | Jan Činčera | Bohuslav Binka | Johan Boman | Petra Biberhofer | Lisa Mindt | M. Rieckmann | Jan Činčera | J. Boman | Bohuslav Binka | Petra Biberhofer | Lisa Mindt
[1] Clemens Mader,et al. Effective change management, governance and policy for sustainability transformation in higher education , 2013 .
[2] Janet Moore,et al. Barriers and pathways to creating sustainability education programs: policy, rhetoric and reality , 2005 .
[3] Matthias Barth. Implementing Sustainability in Higher Education , 2016 .
[4] Robert James Didham,et al. Social Learning for Sustainability: Advancing Community-Based Inquiry and Collaborative Learning for Sustainable Lifestyles , 2015 .
[5] John G. White,et al. Environmental sustainability in higher education: What do academics think? , 2013 .
[6] Donald Huisingh,et al. Experiences from the implementation of sustainable development in higher education institutions: Environmental Management for Sustainable Universities , 2015 .
[7] F. J. Lozano,et al. Declarations for sustainability in higher education: becoming better leaders, through addressing the university system , 2013 .
[8] C. Rogers,et al. The necessary and sufficient conditions of therapeutic personality change. , 1957, Journal of consulting psychology.
[9] Michael A. Gass,et al. Effective Leadership in Adventure Programming , 1997 .
[10] Daniel D. McCarthy,et al. Sustainability, Social Learning and the Long Point World Biosphere Reserve , 2006 .
[11] D. Kolb. Experiential Learning: Experience as the Source of Learning and Development , 1983 .
[12] Nicolai J. Foss,et al. Knowledge Governance: Processes and Perspectives , 2009 .
[13] Donald Huisingh,et al. Learning networks in higher education: universities in search of making effective regional impacts , 2013 .
[14] Ian Thomas,et al. Challenges for Implementation of Education for Sustainable Development in Higher Education Institutions , 2015 .
[15] Christian Rammel,et al. Transdisciplinary learning and teaching as answers to urban sustainability challenges , 2017 .
[16] Bruce Mitchell,et al. Research Article: Social Learning Outcomes in the Red River Floodway Environmental Assessment , 2007 .
[17] Matthias Barth,et al. Academic staff development as a catalyst for curriculum change towards education for sustainable development: an output perspective , 2012 .
[18] Urs Wiesmann,et al. “It was Hard to Come to Mutual Understanding …”—The Multidimensionality of Social Learning Processes Concerned with Sustainable Natural Resource Use in India, Africa and Latin America , 2006 .
[19] A. Wals. Sustainability in higher education in the context of the UN DESD: a review of learning and institutionalization processes , 2014 .
[20] David W. Johnson,et al. Joining Together: Group Theory and Group Skills , 1975 .
[21] Ian Robottom. Evaluation in Environmental Education: Time for a Change in Perspective?. , 1985 .
[22] I. Robottom. Social critique or social control: Some problems for evaluation in environmental education , 1989 .
[23] A. Wals,et al. Student Attitudes Towards and Skills for Sustainable Development , 2014 .
[24] Francisco J. Lozano,et al. Developing the curriculum for a new Bachelor's degree in Engineering for Sustainable Development , 2014 .
[25] Kate Sherren,et al. A history of the future of higher education for sustainable development , 2008 .
[26] S. Caeiro,et al. Sustainability Science and Education for Sustainable Development in Universities: A Way for Transition , 2013 .
[27] Kaisu Sammalisto,et al. Process framework for identifying sustainability aspects in university curricula and integrating education for sustainable development , 2015 .
[28] K Hegarty,et al. Towards a scholarship of curriculum change: From isolated innovation to transformation , 2016 .
[29] Peter Sloep,et al. Changing Professional Demands in Sustainable Regional Development: A Curriculum Design Process to meet Transboundary Competence , 2013 .
[30] B. Glaser. Doing grounded theory : issues and discussions , 1998 .
[31] Marco Rieckmann,et al. Developing Key Competencies for Sustainable Development in Higher Education , 2007 .
[32] C. Rogers. Becoming a person , 1956 .
[33] Ian Thomas,et al. Curriculum Change in Universities , 2009 .
[34] Francisco Morillas,et al. Higher education and the development of competencies for innovation in the workplace , 2012 .
[35] Flurina Schneider,et al. Social Learning Processes in Swiss Soil Protection—The ‘From Farmer - To Farmer’ Project , 2009 .
[36] Linda Steg,et al. Morality and Prosocial Behavior: The Role of Awareness, Responsibility, and Norms in the Norm Activation Model , 2009, The Journal of social psychology.
[37] Valerie I. Sessa,et al. Interventions to stimulate group learning in organizations , 2008 .
[38] S. Schwartz. Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries , 1992 .
[39] P. Stern. New Environmental Theories: Toward a Coherent Theory of Environmentally Significant Behavior , 2000 .
[40] A. Wals. Reviews , 2007 .
[41] Deana Pennington,et al. A conceptual model for knowledge integration in interdisciplinary teams: orchestrating individual learning and group processes , 2016, Journal of Environmental Studies and Sciences.
[42] S. Schwartz. Are There Universal Aspects in the Structure and Contents of Human Values , 1994 .
[43] A. Strauss. Basics Of Qualitative Research , 1992 .
[44] Svatava Janoušková,et al. Social learning indicators in sustainability-oriented regional learning networks , 2013 .
[45] Pieter Valkering,et al. An analysis of learning interactions in a cross-border network for sustainable urban neighbourhood development , 2013 .
[46] L. Wiltz,et al. I need a bigger suitcase: The evaluator role in nonformal education , 2005 .
[47] Matthias Barth,et al. Implementing Sustainability in Higher Education: Learning in an age of transformation , 2014 .
[48] Pieter J. Beers,et al. Social learning in regional innovation networks: trust, commitment and reframing as emergent properties of interaction , 2013 .
[49] Marianne E. Krasny,et al. Social Learning as an Approach to Environmental Education: Lessons from a program focusing on non-indigenous, invasive species , 2002 .
[50] Michael Quinn Patton,et al. Utilization-Focused Evaluation , 1979 .
[51] Michael A. Gass,et al. Programming the Transfer of Learning in Adventure Education , 1985 .
[52] I. Yalom,et al. The Gift of Therapy , 2001 .
[53] Marco Rieckmann,et al. Learning to Change Universities from Within: A Service-Learning Perspective on Promoting Sustainable Consumption in Higher Education , 2013 .
[54] J. Garvill,et al. Value Structures behind Proenvironmental Behavior , 2002 .
[55] Stephen Dovers,et al. Escaping the disciplinary straitjacket Curriculum design as university adaptation to sustainability , 2010 .
[56] Marco Rieckmann,et al. Development of an Interdisciplinary, Intercultural Master’s Program on Sustainability: Learning from the Richness of Diversity , 2008 .
[57] Danny Wildemeersch,et al. Social learning revisited. Lessons learned from North and South , 2007 .
[58] M. Patton. Qualitative research and evaluation methods , 1980 .
[59] Rodrigo Lozano,et al. Incorporation and institutionalization of SD into universities: breaking through barriers to change , 2006 .
[60] Jiří Dlouhý,et al. Learning networks with involvement of higher education institutions , 2013 .
[61] Donald Huisingh,et al. A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey , 2015 .