7
line of “T” corresponds to the depth of knowledge specializing in one academic
discipline obtained through a Master’s thesis or Doctoral dissertation project. The
program curriculum is designed in such way that the participants constantly revisit
the T shape to avert becoming narrowly focused. The program believes this is necessary training for sustainability experts to become able to consider multiple dimensions of sustainability. Such training is done by courses on diverse topics in
sustainability, by the advisory process by supervisors, and by the weekly GPSS-GLI
seminar in which all participants have regular opportunities of mutual learning from
the research progress presentations of others and of contributing to discussions in
diverse disciplines.
More specifically, the GPSS-GLI program revolves around three key perspectives: wholistic, resilient, and trans-boundary. The holistic perspective implies a
bird’s-eye view that provides a combined view of an overarching perspective and
in-depth understanding of the human-nature relationships. The resilient perspective
employs flexibility in process governance that enables both long-term concerns (e.g.
climate change) and short-term concerns (e.g. natural disasters) to be addressed
concurrently. Lastly, trans-boundary perspective provides a comparative approach
from a global scale to a local scale bringing diverse people together to jointly
address sustainability issues.
The GPSS-GLI curriculum consists of three core components: (i) lecture courses
focusing on theories and concepts, methodologies, and a wide range of topics
related to sustainability; (ii) practicum courses aiming at developing interpersonal
skills, systems thinking perspectives, and field survey methods; and (iii) a comprehensive research process beginning with identifying a research problem, developing
research framework, implementation and data collection, all of which are compiled
into a Master’s thesis or Ph.D. dissertation.
Among the three main components of the GPSS-GLI curriculum, field-based
training units in practicum courses are unique. Students travel to locations where
actual sustainability issues are ongoing where they gain on-ground experience as
well as practical skills in understanding the complex structure of the issue, identify
possible leverage points, and design possible interventions. These field-based
courses have covered mercury poisoning caused by rapid industrialization, rural
sustainability in an aging society, natural disaster management in coastal areas, poverty and nutrition issues, and smart city development to name a few.
How to deliver contents that facilitate program participants’ obtaining holistic,
resilient, and trans-boundary perspectives has been the major challenge for GPSSGLI since its establishment. The authors, however, have observed informational
changes among the participants throughout the history the program, field-based
training, and individual thesis research activities for more than 10 years. Especially,
their worldviews are challenged in the program-wide weekly seminar that contributes to examining the application of framing of sustainability issues in student
research projects.
1 Framing in Sustainability Science
line of “T” corresponds to the depth of knowledge specializing in one academic
discipline obtained through a Master’s thesis or Doctoral dissertation project. The
program curriculum is designed in such way that the participants constantly revisit
the T shape to avert becoming narrowly focused. The program believes this is necessary training for sustainability experts to become able to consider multiple dimensions of sustainability. Such training is done by courses on diverse topics in
sustainability, by the advisory process by supervisors, and by the weekly GPSS-GLI
seminar in which all participants have regular opportunities of mutual learning from
the research progress presentations of others and of contributing to discussions in
diverse disciplines.
More specifically, the GPSS-GLI program revolves around three key perspectives: wholistic, resilient, and trans-boundary. The holistic perspective implies a
bird’s-eye view that provides a combined view of an overarching perspective and
in-depth understanding of the human-nature relationships. The resilient perspective
employs flexibility in process governance that enables both long-term concerns (e.g.
climate change) and short-term concerns (e.g. natural disasters) to be addressed
concurrently. Lastly, trans-boundary perspective provides a comparative approach
from a global scale to a local scale bringing diverse people together to jointly
address sustainability issues.
The GPSS-GLI curriculum consists of three core components: (i) lecture courses
focusing on theories and concepts, methodologies, and a wide range of topics
related to sustainability; (ii) practicum courses aiming at developing interpersonal
skills, systems thinking perspectives, and field survey methods; and (iii) a comprehensive research process beginning with identifying a research problem, developing
research framework, implementation and data collection, all of which are compiled
into a Master’s thesis or Ph.D. dissertation.
Among the three main components of the GPSS-GLI curriculum, field-based
training units in practicum courses are unique. Students travel to locations where
actual sustainability issues are ongoing where they gain on-ground experience as
well as practical skills in understanding the complex structure of the issue, identify
possible leverage points, and design possible interventions. These field-based
courses have covered mercury poisoning caused by rapid industrialization, rural
sustainability in an aging society, natural disaster management in coastal areas, poverty and nutrition issues, and smart city development to name a few.
How to deliver contents that facilitate program participants’ obtaining holistic,
resilient, and trans-boundary perspectives has been the major challenge for GPSSGLI since its establishment. The authors, however, have observed informational
changes among the participants throughout the history the program, field-based
training, and individual thesis research activities for more than 10 years. Especially,
their worldviews are challenged in the program-wide weekly seminar that contributes to examining the application of framing of sustainability issues in student
research projects.
1 Framing in Sustainability Science