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Despite the added value of the single cases, they have not been without challenges. With the introduction of staff research topics, there has, at times, been the
excessive group concentration on the themes themselves (e.g., targeted problems,
geographic region, potential solutions) and an insufficient focus and greater reflection on the approaches themselves. Groups have placed excessive amounts of time
on the details of their respective cases, and significantly less time on learning the
suitability, strengths, limitations, and weaknesses of the individual approach, or
understanding each in a broader context. One additional measure to keep the focus
adequately on the framing approaches has been to inform the respective mentors of
the objectives of the learning activities.
3.5.4 Learning Activity Streamlining
One simple way of reducing the intensity of the course is reducing the amount of
content introduced, especially the sheer number of framing approaches. Although
there has been a limited amount of content streamlining over recent years largely
because of ulterior reasons (e.g. resilience, removal of systems dynamics). However,
when surveyed, students have been strongly opposed to the further removal of framing approaches covered during the course. Instead, efforts have concentrated on
fostering greater efficiency within individual learning activities, advancing both
comprehension depth and learning activity diversity for each approach. Measures
taken include schedule changes to enable students to have sufficient time to read the
literature in advance of the respective learning activities; the addition of extended,
single-day learning sessions including both lectures and group work, varied learning activities (e.g. World Cafés, role plays), and clearer communication of expected
objectives and outcomes to students. Course evaluations have shown that the
changes have greatly improved satisfaction levels amongst sustainability science
course participants.
3.5.5 Reflection Sessions
In addition to the two areas described above, and to create more approach coherency
and generate deeper reflections for each framing approach, there has also been additional scheduled reflection sessions added to the end of each approach-learning
block. The class discussions and reflections last for 15- to 45-min depending on the
approach. The sessions are a forum for students to reflect deeper on the approaches
and pose questions to the instructor, and one another. The sessions also serve as an
opportunity to introduce the next approach to be covered and introduce the readings
for the subsequent discussion.
3 Approaches for Framing Sustainability Challenges: Experiences from Swedish…
Despite the added value of the single cases, they have not been without challenges. With the introduction of staff research topics, there has, at times, been the
excessive group concentration on the themes themselves (e.g., targeted problems,
geographic region, potential solutions) and an insufficient focus and greater reflection on the approaches themselves. Groups have placed excessive amounts of time
on the details of their respective cases, and significantly less time on learning the
suitability, strengths, limitations, and weaknesses of the individual approach, or
understanding each in a broader context. One additional measure to keep the focus
adequately on the framing approaches has been to inform the respective mentors of
the objectives of the learning activities.
3.5.4 Learning Activity Streamlining
One simple way of reducing the intensity of the course is reducing the amount of
content introduced, especially the sheer number of framing approaches. Although
there has been a limited amount of content streamlining over recent years largely
because of ulterior reasons (e.g. resilience, removal of systems dynamics). However,
when surveyed, students have been strongly opposed to the further removal of framing approaches covered during the course. Instead, efforts have concentrated on
fostering greater efficiency within individual learning activities, advancing both
comprehension depth and learning activity diversity for each approach. Measures
taken include schedule changes to enable students to have sufficient time to read the
literature in advance of the respective learning activities; the addition of extended,
single-day learning sessions including both lectures and group work, varied learning activities (e.g. World Cafés, role plays), and clearer communication of expected
objectives and outcomes to students. Course evaluations have shown that the
changes have greatly improved satisfaction levels amongst sustainability science
course participants.
3.5.5 Reflection Sessions
In addition to the two areas described above, and to create more approach coherency
and generate deeper reflections for each framing approach, there has also been additional scheduled reflection sessions added to the end of each approach-learning
block. The class discussions and reflections last for 15- to 45-min depending on the
approach. The sessions are a forum for students to reflect deeper on the approaches
and pose questions to the instructor, and one another. The sessions also serve as an
opportunity to introduce the next approach to be covered and introduce the readings
for the subsequent discussion.
3 Approaches for Framing Sustainability Challenges: Experiences from Swedish…