Educating ‘Future Professionals’ for Sustainable …
607
and Käufer (2013) see the shift needed from a habitual, ego-systemic, as well as an
empathic towards an eco-systemic approach to the future.
According to Scharmers matrix of social evolution in attentional orders and communication patterns, the development of ‘vertical literacy’ is needed most in the educational sector and the volatile, uncertain, complex and ambigue realities (VUCA)
we are facing today. Universities from this perspective are asked to become a learning
environment, where learners learn to address their own way of listening and paying
attention, their way to dialogue, to organize and coordinate, in order to develop a
‘deep’ mode of listening and dialogical qualities.
This alternative conceptualization and design of a ‘university of the future’ leads
into curriculum innovation. So how can university intentionally be brought about
as a different space and a learning space for a systemic ‘ecosystem innovation’?
The program ‘NetworkCoaching FutureDesigner’ realized at Philipps-University of
Marburg, Germany wishes to support students in their biographical transition into
university and right from the beginning addresses them as ‘future professionals’, as
‘pioneers of change’ for sustainable development. With the intention to transform
university into an enabling context for sustainability education, the program carries
transformative quality and contributes to a transformational education. It supports
the transition towards another “great transformation” (WBGU 2011).
The approach of ‘NetworkCoaching FutureDesigner’ fosters early professionalization of students for change agents’ abilities, as well as in strategy development for
sustainable futures. The program is not only suitable for the humanities, social- and
cultural studies or degree paths in economics—it can be beneficial in all academic
fields. The approach developed and tested at the Department of Education Sciences
(FB 21) at Philipps-University Marburg, Germany addresses topics which normally
and so far are unlikely to be taken up in academia.
3 Addressing Students as ‘Future Professionals’:
‘Networkcoaching FutureDesigners’
The program “NetworkCoaching FutureDesigne’s” primarily addresses the SDG 4,
SDG 5, SDG 10 and SDG 11. The program was funded and evaluated over a time
period of five years by the national ministry of education and research (BMBF)
within the national program ‘quality pact of teaching’ and now is being transferred
into the regular curriculum.
The program goal of ‘Networkcoaching Future-Designers’ wishes to shape students’ strategies for professionalization into sustainable futures right from the beginning and in a Train-the-Trainer approach. By addressing transitions, self-education,
peer leadership training and social innovation development (Weber et al. 2018) as
well as strategy development (Heidelmann et al. 2018), the program intends to support sustainability in Higher Education. In the following, the pilot phase design will
be explained.
607
and Käufer (2013) see the shift needed from a habitual, ego-systemic, as well as an
empathic towards an eco-systemic approach to the future.
According to Scharmers matrix of social evolution in attentional orders and communication patterns, the development of ‘vertical literacy’ is needed most in the educational sector and the volatile, uncertain, complex and ambigue realities (VUCA)
we are facing today. Universities from this perspective are asked to become a learning
environment, where learners learn to address their own way of listening and paying
attention, their way to dialogue, to organize and coordinate, in order to develop a
‘deep’ mode of listening and dialogical qualities.
This alternative conceptualization and design of a ‘university of the future’ leads
into curriculum innovation. So how can university intentionally be brought about
as a different space and a learning space for a systemic ‘ecosystem innovation’?
The program ‘NetworkCoaching FutureDesigner’ realized at Philipps-University of
Marburg, Germany wishes to support students in their biographical transition into
university and right from the beginning addresses them as ‘future professionals’, as
‘pioneers of change’ for sustainable development. With the intention to transform
university into an enabling context for sustainability education, the program carries
transformative quality and contributes to a transformational education. It supports
the transition towards another “great transformation” (WBGU 2011).
The approach of ‘NetworkCoaching FutureDesigner’ fosters early professionalization of students for change agents’ abilities, as well as in strategy development for
sustainable futures. The program is not only suitable for the humanities, social- and
cultural studies or degree paths in economics—it can be beneficial in all academic
fields. The approach developed and tested at the Department of Education Sciences
(FB 21) at Philipps-University Marburg, Germany addresses topics which normally
and so far are unlikely to be taken up in academia.
3 Addressing Students as ‘Future Professionals’:
‘Networkcoaching FutureDesigners’
The program “NetworkCoaching FutureDesigne’s” primarily addresses the SDG 4,
SDG 5, SDG 10 and SDG 11. The program was funded and evaluated over a time
period of five years by the national ministry of education and research (BMBF)
within the national program ‘quality pact of teaching’ and now is being transferred
into the regular curriculum.
The program goal of ‘Networkcoaching Future-Designers’ wishes to shape students’ strategies for professionalization into sustainable futures right from the beginning and in a Train-the-Trainer approach. By addressing transitions, self-education,
peer leadership training and social innovation development (Weber et al. 2018) as
well as strategy development (Heidelmann et al. 2018), the program intends to support sustainability in Higher Education. In the following, the pilot phase design will
be explained.