290
L. Diaz and A. Potvin
3 Methodological Approach: Participatory
Action-Creation
The conceptual scheme graphically represents the complex links between all the
systems concerned by the issues of sustainability in the new context of the Anthropocene. This common starting base facilitates exchanges and collaboration among
stakeholders.
The EDS-IA brings stakeholders together around a common analysis object. This
object of study becomes a pretext for dialogue around a tangible problem of development requiring the competencies of all disciplines and the contribution of all types
of knowledge. An analysis conducted since 2012 at Université Laval has identified
more than 365 courses in all campus programs, all cycles combined, that contribute
to the development of Key Competencies for Sustainability (KCS) (Richard et al.
2017). According to Wiek (2015), the project-based or case-study approach ensures
the best conditions for acquiring the KCS and achieving a true interdisciplinary work.
Based on this solution oriented approach, EDS-IA was designed for EDS activities
that serve as integrative extracurricular trainings targeting the entire university community and students from all programs.
The integrated EDS-IA was designed first to mobilize researchers, teachers and
students. However, by its very nature which is anchored in a specific environment or
object, it calls for the intervention of professionals, citizens, entrepreneurs, governmental organizations from all sectors and scales of action as well as representatives
of civil society organizations. Is thus a tool to facilitate dialogue between stakeholders, from different disciplines and sectors, around a given development challenge.
This multi-stakeholder aspect characterizes the “living laboratory” dimension of this
approach (UMVELT 2014). This dimension is part of the continuous improvement
process that Université Laval has been driving since 2010 in its sustainable development performance guided by STARS certification criteria, managed by the Association for the Advancement of Sustainability in Higher Education (AASHE). Inspired
by the R&D community, AASHE encourages universities to use their infrastructure
to create environments facilitating multidisciplinary learning and applied research to
promote sustainable development on their campuses in what it calls “campus as living laboratories” (AASHE 2017). EDS-IA contributes to Université Laval’s goal of
improving the campus experience while promoting its outreach and positive impact
on the surrounding community.
Since 2016, EDS has identified an object of study each year around which it invites
all stakeholders and communities to mobilize to find new solutions and improve
existing ones. For each object of study, the EDS-IA forecasts the realization of three
sequential and additive stages: diagnosis, mobilization and ideation. The results of
each step feed next one. Activities of each step can be adapted according to the
studied object and to the concerned stakeholders.
L. Diaz and A. Potvin
3 Methodological Approach: Participatory
Action-Creation
The conceptual scheme graphically represents the complex links between all the
systems concerned by the issues of sustainability in the new context of the Anthropocene. This common starting base facilitates exchanges and collaboration among
stakeholders.
The EDS-IA brings stakeholders together around a common analysis object. This
object of study becomes a pretext for dialogue around a tangible problem of development requiring the competencies of all disciplines and the contribution of all types
of knowledge. An analysis conducted since 2012 at Université Laval has identified
more than 365 courses in all campus programs, all cycles combined, that contribute
to the development of Key Competencies for Sustainability (KCS) (Richard et al.
2017). According to Wiek (2015), the project-based or case-study approach ensures
the best conditions for acquiring the KCS and achieving a true interdisciplinary work.
Based on this solution oriented approach, EDS-IA was designed for EDS activities
that serve as integrative extracurricular trainings targeting the entire university community and students from all programs.
The integrated EDS-IA was designed first to mobilize researchers, teachers and
students. However, by its very nature which is anchored in a specific environment or
object, it calls for the intervention of professionals, citizens, entrepreneurs, governmental organizations from all sectors and scales of action as well as representatives
of civil society organizations. Is thus a tool to facilitate dialogue between stakeholders, from different disciplines and sectors, around a given development challenge.
This multi-stakeholder aspect characterizes the “living laboratory” dimension of this
approach (UMVELT 2014). This dimension is part of the continuous improvement
process that Université Laval has been driving since 2010 in its sustainable development performance guided by STARS certification criteria, managed by the Association for the Advancement of Sustainability in Higher Education (AASHE). Inspired
by the R&D community, AASHE encourages universities to use their infrastructure
to create environments facilitating multidisciplinary learning and applied research to
promote sustainable development on their campuses in what it calls “campus as living laboratories” (AASHE 2017). EDS-IA contributes to Université Laval’s goal of
improving the campus experience while promoting its outreach and positive impact
on the surrounding community.
Since 2016, EDS has identified an object of study each year around which it invites
all stakeholders and communities to mobilize to find new solutions and improve
existing ones. For each object of study, the EDS-IA forecasts the realization of three
sequential and additive stages: diagnosis, mobilization and ideation. The results of
each step feed next one. Activities of each step can be adapted according to the
studied object and to the concerned stakeholders.