University and Community Engagement: Toward Transformational …
799
educators to: (1) Learn about engagement with multiple stakeholders for resolving
potentially conflicting issues involving multiple SDGs and (2) Learn to apply their
SLO and SCC for conflict resolution towards action-oriented solution.
6.2 Preservation of Coastal Resources
Coastal zones are highly productive in providing valuable ecosystem services and in
supporting vibrant economic development (Romañach et al. 2018). However, they
are constantly threatened by anthropogenic activities, environmental degradation
and climatic shocks (Koh et al. 2018). These hazards confronting coastal zones
can result in deterioration of water quality and impairment of ecosystem services,
amounting to billions Malaysian Ringgit annually (Koh and Teh 2019b). The hazards
of climate change on coastal resources must be adequately mitigated (SDG13) to
allow future generations to have similar access to these resources. STEM (Science,
Technology, Engineering and Mathematics) plays an important role in providing
deep knowledge to support these research (Teh and Koh 2020) and to devise effective
mitigation and adaptation measures to reduce the risks associated with these coastal
hazards induced by climate change (SDG14, SDG15). However, STEM must be
integrated with government, industry and community for effective governance and
implementation of viable solutions for reducing risks via partnership (SDG17) and
collaboration (Koh and Teh 2019c).
This horizontal integration demands SLO-based SCC including (1) technical and
scientific skills, (2) appropriate spirituality guided by cultural values and beliefs in
making critical decision involving conflicting choices and (3) strategic capability
to integrate multi stakeholders across multiple disciplines to reach holistic actionmotivated consensus. Through partnerships, universities train highly qualified graduates equipped with SLO-based SCC suitable for emerging “green” jobs. It is important to integrate STEM and principles of sustainability towards the development of
policies for mitigating and adapting to climate hazards. Integrating STEM and UN
SDGs into the government decision-making framework, in conjunction with active
community engagement, would cultivate sustainability-led approaches for overcoming climate hazards via problem-based, solution-oriented and action-motivated community projects. Through these sustainability-focused community projects, knowledge and skills including communication and interpersonal skills, essential to problem solving and conflict resolution will be co-developed. Sustainability is a long
arduous process facing a steep learning curve, requiring much patience and perseverance, and demanding creativity and innovation. Creative and innovative communityuniversity partnership and collaboration would pave the way for transforming society
toward sustainability.
799
educators to: (1) Learn about engagement with multiple stakeholders for resolving
potentially conflicting issues involving multiple SDGs and (2) Learn to apply their
SLO and SCC for conflict resolution towards action-oriented solution.
6.2 Preservation of Coastal Resources
Coastal zones are highly productive in providing valuable ecosystem services and in
supporting vibrant economic development (Romañach et al. 2018). However, they
are constantly threatened by anthropogenic activities, environmental degradation
and climatic shocks (Koh et al. 2018). These hazards confronting coastal zones
can result in deterioration of water quality and impairment of ecosystem services,
amounting to billions Malaysian Ringgit annually (Koh and Teh 2019b). The hazards
of climate change on coastal resources must be adequately mitigated (SDG13) to
allow future generations to have similar access to these resources. STEM (Science,
Technology, Engineering and Mathematics) plays an important role in providing
deep knowledge to support these research (Teh and Koh 2020) and to devise effective
mitigation and adaptation measures to reduce the risks associated with these coastal
hazards induced by climate change (SDG14, SDG15). However, STEM must be
integrated with government, industry and community for effective governance and
implementation of viable solutions for reducing risks via partnership (SDG17) and
collaboration (Koh and Teh 2019c).
This horizontal integration demands SLO-based SCC including (1) technical and
scientific skills, (2) appropriate spirituality guided by cultural values and beliefs in
making critical decision involving conflicting choices and (3) strategic capability
to integrate multi stakeholders across multiple disciplines to reach holistic actionmotivated consensus. Through partnerships, universities train highly qualified graduates equipped with SLO-based SCC suitable for emerging “green” jobs. It is important to integrate STEM and principles of sustainability towards the development of
policies for mitigating and adapting to climate hazards. Integrating STEM and UN
SDGs into the government decision-making framework, in conjunction with active
community engagement, would cultivate sustainability-led approaches for overcoming climate hazards via problem-based, solution-oriented and action-motivated community projects. Through these sustainability-focused community projects, knowledge and skills including communication and interpersonal skills, essential to problem solving and conflict resolution will be co-developed. Sustainability is a long
arduous process facing a steep learning curve, requiring much patience and perseverance, and demanding creativity and innovation. Creative and innovative communityuniversity partnership and collaboration would pave the way for transforming society
toward sustainability.