614
S. M. Weber
It brings about students’ speaking and different self-concepts to the given. Working
on crisis like transitions, it creates different social relations, creativity, design and
facilitation.It supports articulation of former non-speakabilities.
The program ‘Networkcoaching FutureDesigner’ offers new methodological
approaches. By this it enables students to successfully create their paths into sustainability professionalization and sustainability innovation. Based on de Haan’s (2008)
education for sustainable development, the program connects to the 2030 goals of
sustainable development in Higher Education. It offers a nucleus of the sustainable
university.
6 Micro-institutionalization: Nutshelling a Nucleus
of the ‘University for Others’
As Schneidewind (2009) as well as Leal Filho et al. (2018) show, research curriculum
development and campus management provide institutional barriers as well as critical
success factors for the integration of sustainability approaches into Higher Education.
The funding of the program ‘NetworkCoaching Future Designer’ showed to be
critical for institutionalization. Barriers referred to institutional integration, networked styles of curriculum development, an integral approach on sustainability
issues etc. Even without funding and support, still it is possible, to establish and
institutionalize a sustainability nucleus in educational programs and like this to raise
conscience and concern (Leal Filho 2017, p. 102). SD policies and programs then
enter like a nutshell strategy. Without specific personnel and funded on an ad hoc
basis, without an institutional sustainability policy or overarching sustainability programs it still will be possible to shape students’ education towards sustainability
(Leal Filho 2017, p. 204).
Imaginative Subversion
A dystopic imagination would question, that there are realistic alternatives to the
present. Barnett (2012) sees the need to change the neoliberal university. This impoverished, narrow and dominant concept lacks considerations of global and personal
wellbeing. It lacks ‘hope’ and visions of the future. Against this dystopic perspective,
the program’s institutionalization locally supports a ‘feasible utopia’. Here, possibilities are identified, values and embryonic practices are established and verified.
Institutionalizing the program will be an ‘imaginative subversion’ and a pedagogical
micro-innovation.
From ‘Backpacker Strategy’ to Micro-Innovation: Using given spaces of autonomy
The pilot project had been kind of a subversive “backpacker” strategy right from
the beginning. The ministry wished to address the challenges of the mass university,
the access into Higher Education, the challenges of rising heterogeneity and student’s
drop out. As we could see, reforms of the study entry phase offer potential not only
S. M. Weber
It brings about students’ speaking and different self-concepts to the given. Working
on crisis like transitions, it creates different social relations, creativity, design and
facilitation.It supports articulation of former non-speakabilities.
The program ‘Networkcoaching FutureDesigner’ offers new methodological
approaches. By this it enables students to successfully create their paths into sustainability professionalization and sustainability innovation. Based on de Haan’s (2008)
education for sustainable development, the program connects to the 2030 goals of
sustainable development in Higher Education. It offers a nucleus of the sustainable
university.
6 Micro-institutionalization: Nutshelling a Nucleus
of the ‘University for Others’
As Schneidewind (2009) as well as Leal Filho et al. (2018) show, research curriculum
development and campus management provide institutional barriers as well as critical
success factors for the integration of sustainability approaches into Higher Education.
The funding of the program ‘NetworkCoaching Future Designer’ showed to be
critical for institutionalization. Barriers referred to institutional integration, networked styles of curriculum development, an integral approach on sustainability
issues etc. Even without funding and support, still it is possible, to establish and
institutionalize a sustainability nucleus in educational programs and like this to raise
conscience and concern (Leal Filho 2017, p. 102). SD policies and programs then
enter like a nutshell strategy. Without specific personnel and funded on an ad hoc
basis, without an institutional sustainability policy or overarching sustainability programs it still will be possible to shape students’ education towards sustainability
(Leal Filho 2017, p. 204).
Imaginative Subversion
A dystopic imagination would question, that there are realistic alternatives to the
present. Barnett (2012) sees the need to change the neoliberal university. This impoverished, narrow and dominant concept lacks considerations of global and personal
wellbeing. It lacks ‘hope’ and visions of the future. Against this dystopic perspective,
the program’s institutionalization locally supports a ‘feasible utopia’. Here, possibilities are identified, values and embryonic practices are established and verified.
Institutionalizing the program will be an ‘imaginative subversion’ and a pedagogical
micro-innovation.
From ‘Backpacker Strategy’ to Micro-Innovation: Using given spaces of autonomy
The pilot project had been kind of a subversive “backpacker” strategy right from
the beginning. The ministry wished to address the challenges of the mass university,
the access into Higher Education, the challenges of rising heterogeneity and student’s
drop out. As we could see, reforms of the study entry phase offer potential not only