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allow for a division of labor amongst students as an approach to managing complexity and the multifaceted nature of sustainability challenges.
3.1.2 Aims
Many approaches can be used in a participatory manner to frame sustainability challenges and help expose potential solution options for the challenges. Some
approaches have been developed specifically for certain challenges; others are broad
approaches that are useful for encapsulating the dynamics of a variety of systems or
questions. Despite their existence and analyses of them, insufficient understanding
remains as to which approaches are useful for which framing and problem assessment purposes. Furthermore, inadequate attention has been paid to how to best nurture student competencies in using the different approaches, especially training in
settings where actors differ in societal facets.
This chapter presents and critically assesses four approaches for framing and
structuring sustainability challenges. The assessment is conducted from how each is
used by students in the sustainability science course of the Lund University
International Master’s Program in Environmental Studies and Sustainability Science
(LUMES) in Sweden. It includes a set of approaches that can be applied to diverse
sustainability challenges and is based on broader concepts of causality or scale. The
approaches presented are the DPSIR framework, causal-loop perspective in transition theory, and the socio-ecological system framework because they are robust and
commonly found in the sustainability literature. This review provides reflections
and insights from both the perspective of student learning of the approaches and
perceptions on how the approaches can be taught to foster student skills development, particularly in a limited time frame. Each approach is described and critically
assessed, especially from the context of student learning activities. The outcome of
the chapter is a more comprehensive understanding of the four approaches, including their respective strengths and weaknesses. In addition, there are insights on how
student proficiency in using the approaches can be fostered. The main empirical
material used in the study is course evaluations from course participants over the
past 7 years (2011–2018), notes from face-to-face group follow-up course evaluation sessions, and where available, instructor reflection notes on individual student
learning activities.
The chapter is structured as follows. First, the LUMES graduate program and
more specifically the sustainability science course is presented. Next, a differentiation between the diverse terminologies used when describing the approaches is
completed, followed by a presentation of each of the framing approaches.
Subsequently, the possibilities, limitations, along with insights from student learning perspectives are carried out. The chapter concludes with a discussion covering
what has been done in recent years to improve the student learning processes and
general reflections on student key competency development.
3 Approaches for Framing Sustainability Challenges: Experiences from Swedish…
allow for a division of labor amongst students as an approach to managing complexity and the multifaceted nature of sustainability challenges.
3.1.2 Aims
Many approaches can be used in a participatory manner to frame sustainability challenges and help expose potential solution options for the challenges. Some
approaches have been developed specifically for certain challenges; others are broad
approaches that are useful for encapsulating the dynamics of a variety of systems or
questions. Despite their existence and analyses of them, insufficient understanding
remains as to which approaches are useful for which framing and problem assessment purposes. Furthermore, inadequate attention has been paid to how to best nurture student competencies in using the different approaches, especially training in
settings where actors differ in societal facets.
This chapter presents and critically assesses four approaches for framing and
structuring sustainability challenges. The assessment is conducted from how each is
used by students in the sustainability science course of the Lund University
International Master’s Program in Environmental Studies and Sustainability Science
(LUMES) in Sweden. It includes a set of approaches that can be applied to diverse
sustainability challenges and is based on broader concepts of causality or scale. The
approaches presented are the DPSIR framework, causal-loop perspective in transition theory, and the socio-ecological system framework because they are robust and
commonly found in the sustainability literature. This review provides reflections
and insights from both the perspective of student learning of the approaches and
perceptions on how the approaches can be taught to foster student skills development, particularly in a limited time frame. Each approach is described and critically
assessed, especially from the context of student learning activities. The outcome of
the chapter is a more comprehensive understanding of the four approaches, including their respective strengths and weaknesses. In addition, there are insights on how
student proficiency in using the approaches can be fostered. The main empirical
material used in the study is course evaluations from course participants over the
past 7 years (2011–2018), notes from face-to-face group follow-up course evaluation sessions, and where available, instructor reflection notes on individual student
learning activities.
The chapter is structured as follows. First, the LUMES graduate program and
more specifically the sustainability science course is presented. Next, a differentiation between the diverse terminologies used when describing the approaches is
completed, followed by a presentation of each of the framing approaches.
Subsequently, the possibilities, limitations, along with insights from student learning perspectives are carried out. The chapter concludes with a discussion covering
what has been done in recent years to improve the student learning processes and
general reflections on student key competency development.
3 Approaches for Framing Sustainability Challenges: Experiences from Swedish…