Upcycling for Teaching and Learning in Higher Education …
373
(c) where (journal, country and region) was the paper published?; (d) in each paper,
what is discussed or used regarding upcycling in the context of higher education?
(e.g. concept or practice of upcycling); (e) in each discussion/activity/etc., how is
upcycling utilised?; and (f) what is the rationale behind (or reason for) the use of
upcycling?
2.2 Bibliographic Databases
Acknowledging the relative newness of the term, upcycling (Sung 2015), a variety
of major digital academic databases were selected for search. They were Elsevier,
Emerald, IEEE, Taylor & Francis, and Web of Science.
2.3 Search Terms and First Screening
The following search keyword combinations were used to identify literature: (a) “upcycling” AND “higher education” AND “teaching”; (b) “upcycling” AND “higher
education” AND “learning”; (c) “upcycling” AND “university” AND “teaching”; (d)
“upcycling” AND “university” AND “learning”; (e) “upcycle” AND “higher education” AND “teaching”; (f) “upcycle” AND “higher education” AND “learning”;
(g) “upcycle” AND “university” AND “teaching”; and (h) “upcycle” AND “university” AND “learning”. Only English publications were considered for selection.
The selection was focused upon journal articles, conference proceedings, academic
books and book chapters, Ph.D. theses and research institute reports.
2.4 Initial Search Results and Second Screening
Initial search yielded a total of 250 results from the five databases. After removing
duplicate results, 130 pieces of literature remained. These 130 articles were examined
to assess the content relevance, mainly by qualitative analysis of titles and abstracts.
For example, the journal article, “Solutions for global marine litter pollution,” was
one of the search results since the paper suggests upcycling as one of the solutions and
it contains a box story about massive open online course for learning on marine litter.
By reading the title and abstract thoroughly and critically, however, it was apparent
that the paper does not address upcycling in the context of learning and teaching in
higher education. This process resulted in seven relevant pieces of literature. These
seven publications were used for both descriptive analysis and synthesis of the results.
373
(c) where (journal, country and region) was the paper published?; (d) in each paper,
what is discussed or used regarding upcycling in the context of higher education?
(e.g. concept or practice of upcycling); (e) in each discussion/activity/etc., how is
upcycling utilised?; and (f) what is the rationale behind (or reason for) the use of
upcycling?
2.2 Bibliographic Databases
Acknowledging the relative newness of the term, upcycling (Sung 2015), a variety
of major digital academic databases were selected for search. They were Elsevier,
Emerald, IEEE, Taylor & Francis, and Web of Science.
2.3 Search Terms and First Screening
The following search keyword combinations were used to identify literature: (a) “upcycling” AND “higher education” AND “teaching”; (b) “upcycling” AND “higher
education” AND “learning”; (c) “upcycling” AND “university” AND “teaching”; (d)
“upcycling” AND “university” AND “learning”; (e) “upcycle” AND “higher education” AND “teaching”; (f) “upcycle” AND “higher education” AND “learning”;
(g) “upcycle” AND “university” AND “teaching”; and (h) “upcycle” AND “university” AND “learning”. Only English publications were considered for selection.
The selection was focused upon journal articles, conference proceedings, academic
books and book chapters, Ph.D. theses and research institute reports.
2.4 Initial Search Results and Second Screening
Initial search yielded a total of 250 results from the five databases. After removing
duplicate results, 130 pieces of literature remained. These 130 articles were examined
to assess the content relevance, mainly by qualitative analysis of titles and abstracts.
For example, the journal article, “Solutions for global marine litter pollution,” was
one of the search results since the paper suggests upcycling as one of the solutions and
it contains a box story about massive open online course for learning on marine litter.
By reading the title and abstract thoroughly and critically, however, it was apparent
that the paper does not address upcycling in the context of learning and teaching in
higher education. This process resulted in seven relevant pieces of literature. These
seven publications were used for both descriptive analysis and synthesis of the results.