606
S. M. Weber
and Singer-Brodowski (2013) ask for a transformation within the system of Higher
Education and Academia, Peters et al. (2013) reflect on the different notions and
qualities of the ‘creative university’. Tesar (2013) asks for ethics and subversion as
alternative pathways in times of the neoliberal university and claims to maintain the
university as a creative and ethical space. Swirski (2013) requests a third generation
creativity, which unfolds a social-ecological worldview and imagination.
Also Barnett (2012, p. 441ff), in a philosophical perspective, addresses imagination as a core dimension for the transformation of our present university by differentiating four different basic patterns. As a possible alternative university for the future,
he sees the rise of an ‘ecological university’, which takes the interconnectedness of
the world serious and addresses the common knowledge creation between university
and society. According to Barnett (2012, p. 451), a university like this becomes a
‘university-for-others’. In this sense, Scharmer (2018) argues, to focus on the level
of emergence, of how we bring about the future, and at the level of awareness and
consciousness. He suggests to make university a space of what he calls ‘vertical
literacy’.
The following presentation of an academic pilot program for transformational
change grounds Scharmers’ perspective with transition theoretical, habitustheoretical, social innovation and future strategies oriented perspectives. Within given administrative structures and financial situation, bureaucratization and accreditation, a radical ‘nutshell strategy’ of bottom up organizational change in Higher Education is
suggested. First, the desiderata of a SDG fit Higher Education approach according
to Otto Scharmer will be presented (2). After this, the program ‘Networkcoaching
Future Designer’ will be briefly outlined (3) and the impact will be discussed based
on the empirical results of a rolling program evaluation (4). Finally, possibilities for
implementation and institutionalization of programs into regular modules of a BA
Education will be suggested (5). The article ends suggesting the potential of educational ‘micro-innovations’ as a radical nutshell strategy for organizational change
and Higher Education Learning (6).
2 From SDGs to Transforming the Space of Higher
Education Learning
Students carry a huge potential in order to experiment with new formats for active,
problem based, self-organized learning, which are seen as key to individual and
collective education for sustainable development (Singer-Brodowski 2016; Bastenhorst 2005). University in this sense needs to open the space towards new platforms
of learning, towards cross-sector-co-creation and the shift from ego-system to ecosystem awareness. According to Scharmer, only deep systemic reflection of the arising future in an observing observer position, supports professionals and institutional
reflexivity of operating ‘attentional orders’. Scharmer (2007) as well as Scharmer
S. M. Weber
and Singer-Brodowski (2013) ask for a transformation within the system of Higher
Education and Academia, Peters et al. (2013) reflect on the different notions and
qualities of the ‘creative university’. Tesar (2013) asks for ethics and subversion as
alternative pathways in times of the neoliberal university and claims to maintain the
university as a creative and ethical space. Swirski (2013) requests a third generation
creativity, which unfolds a social-ecological worldview and imagination.
Also Barnett (2012, p. 441ff), in a philosophical perspective, addresses imagination as a core dimension for the transformation of our present university by differentiating four different basic patterns. As a possible alternative university for the future,
he sees the rise of an ‘ecological university’, which takes the interconnectedness of
the world serious and addresses the common knowledge creation between university
and society. According to Barnett (2012, p. 451), a university like this becomes a
‘university-for-others’. In this sense, Scharmer (2018) argues, to focus on the level
of emergence, of how we bring about the future, and at the level of awareness and
consciousness. He suggests to make university a space of what he calls ‘vertical
literacy’.
The following presentation of an academic pilot program for transformational
change grounds Scharmers’ perspective with transition theoretical, habitustheoretical, social innovation and future strategies oriented perspectives. Within given administrative structures and financial situation, bureaucratization and accreditation, a radical ‘nutshell strategy’ of bottom up organizational change in Higher Education is
suggested. First, the desiderata of a SDG fit Higher Education approach according
to Otto Scharmer will be presented (2). After this, the program ‘Networkcoaching
Future Designer’ will be briefly outlined (3) and the impact will be discussed based
on the empirical results of a rolling program evaluation (4). Finally, possibilities for
implementation and institutionalization of programs into regular modules of a BA
Education will be suggested (5). The article ends suggesting the potential of educational ‘micro-innovations’ as a radical nutshell strategy for organizational change
and Higher Education Learning (6).
2 From SDGs to Transforming the Space of Higher
Education Learning
Students carry a huge potential in order to experiment with new formats for active,
problem based, self-organized learning, which are seen as key to individual and
collective education for sustainable development (Singer-Brodowski 2016; Bastenhorst 2005). University in this sense needs to open the space towards new platforms
of learning, towards cross-sector-co-creation and the shift from ego-system to ecosystem awareness. According to Scharmer, only deep systemic reflection of the arising future in an observing observer position, supports professionals and institutional
reflexivity of operating ‘attentional orders’. Scharmer (2007) as well as Scharmer