Geography of Food Summer School ...
119
3.3 Quality Assessment
In the following, we will discuss the success factors and challenges of the programme
based on the criteria defined by Wiek et al. (2013):
Cross-cultural education
The summer school included lectures and role-plays on intercultural communication. However, a more detailed discussion or reflection on cultural differences or
challenges was missing. While few such issues arose during lectures or group work,
they became more obvious during social activities. For example, little attention was
paid in the organization of the summer school to the cultural dietary habits (e.g.
food preferences, abstinence from alcohol), which led to some dissatisfaction among
certain students. Opportunities to involve the students from around the world to share
and reflect on their cultural insights were not seized.
Context-specificity of sustainability problems and potential solutions
The programme was developed with a strong focus on proving insights and experiences on different sustainability problems and solutions in diverse local contexts.
During their mini case studies, students were asked to analyse a specific problem or
solution from their local context and share their results during the summer school.
Due to the international composition of the group, students had the chance to learn
about various cases studies from around the world. Experiencing differences but
also similarities of challenges in the different environments was extremely valuable for all participants and was highly appreciated. In addition, the group work
provided students with the opportunity to solve sustainability issues in real FVCs in
a local context. As part of the excursions, the students themselves initiated contact
with local value chain stakeholders. This exchange focussed mainly on knowledge
transfer from the stakeholders to the students through explanations and answering
questions. However, there was hardly any feedback of the outcomes of the student
group work to the stakeholders that could enable joint learning.
Capacity-building in complex problem-solving
During the group work, students were working on specific value chains. Their task
was to propose an upgrade of the value chain - a proposal to improve the sustainability
outcome of the chain. While students were provided with practical skills to analyse
the value chain (e.g. value chain mapping), few problem-solving skills were taught.
Rather, students developed solutions based on a ‘learning by doing’ approach and
on creativity.
Interdisciplinary approach to sustainability problems and potential solutions
Students from various disciplines participated in the programme. This included, for
example, environmental sciences, agriculture, food sciences, economics, geography
and others. Especially during the group work, students had the chance to profit
from this diversity, which allowed for interdisciplinary experiences and exchange.
119
3.3 Quality Assessment
In the following, we will discuss the success factors and challenges of the programme
based on the criteria defined by Wiek et al. (2013):
Cross-cultural education
The summer school included lectures and role-plays on intercultural communication. However, a more detailed discussion or reflection on cultural differences or
challenges was missing. While few such issues arose during lectures or group work,
they became more obvious during social activities. For example, little attention was
paid in the organization of the summer school to the cultural dietary habits (e.g.
food preferences, abstinence from alcohol), which led to some dissatisfaction among
certain students. Opportunities to involve the students from around the world to share
and reflect on their cultural insights were not seized.
Context-specificity of sustainability problems and potential solutions
The programme was developed with a strong focus on proving insights and experiences on different sustainability problems and solutions in diverse local contexts.
During their mini case studies, students were asked to analyse a specific problem or
solution from their local context and share their results during the summer school.
Due to the international composition of the group, students had the chance to learn
about various cases studies from around the world. Experiencing differences but
also similarities of challenges in the different environments was extremely valuable for all participants and was highly appreciated. In addition, the group work
provided students with the opportunity to solve sustainability issues in real FVCs in
a local context. As part of the excursions, the students themselves initiated contact
with local value chain stakeholders. This exchange focussed mainly on knowledge
transfer from the stakeholders to the students through explanations and answering
questions. However, there was hardly any feedback of the outcomes of the student
group work to the stakeholders that could enable joint learning.
Capacity-building in complex problem-solving
During the group work, students were working on specific value chains. Their task
was to propose an upgrade of the value chain - a proposal to improve the sustainability
outcome of the chain. While students were provided with practical skills to analyse
the value chain (e.g. value chain mapping), few problem-solving skills were taught.
Rather, students developed solutions based on a ‘learning by doing’ approach and
on creativity.
Interdisciplinary approach to sustainability problems and potential solutions
Students from various disciplines participated in the programme. This included, for
example, environmental sciences, agriculture, food sciences, economics, geography
and others. Especially during the group work, students had the chance to profit
from this diversity, which allowed for interdisciplinary experiences and exchange.