Change Project Approach for Reorienting University …
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The project is addressing the following SDGs: SDG 4 (ensure inclusive and quality
education for all and promote lifelong learning); SDG 8 (promote inclusive and
sustainable economic growth, employment and decent work for all); and SDG 12
(ensure sustainable consumption and production patterns).
The course “Eco-economics” was developed in cooperation with my colleagues
as an academic course of free choice for six ECTS credits under the bachelor study
program “Economics”. The goal of the course is to prepare a competent specialist who
understands the impact of external and internal environment on economic processes
in the national economy.
The insight into opportunities and prerequisites for the successful synergy of
economic processes and problems of maintenance of natural resources and distribution of financial resources are given to students within the framework of the
study course. Students have the opportunity to analyze specific situations faced
by EU member states’ companies, which aims to promote understanding of the
importance of environmental protection. Global environmental problems and their
prevention are emphasized as well as application of international quality standards
in eco-economics.
The project helped to improve curricula and to include modern and necessary
topic in the study program, as a result to have more competitive study programs. To
build new society according to all SDGs we have to educate our students and give
them the newest information and use the most modern methods for education. The
study course is developed and is currently being taught once within the academic
year. Since the semester is not over yet, it is impossible to generalize the results, but
it is evident that the course can help developing a systematic and integrated vision of
environmental problems among students and can potentially help them find solutions.
3.2 Methods: Case Study Analysis and Value Creation
Conceptual Framework
In order to reflect on change project approach as a key component of transformative
learning process in higher education towards sustainable development in interdisciplinary university teaching, we used a basic case study analysis method (Yin 1994)
applied to the three cases from universities of Baltic region described above.
The value created by change projects was identified based on the framework
provided by Wenger et al. (2011). The value creation methodology foresees five estimation cycles. First cycle estimates a productivity of certain community or network
activity (for instance a community meeting or a project). The second cycle highlights a resource: an idea, a piece of advice, a document, a procedure, a model, or a
relationship that came out of the activity described in cycle 1. The third cycle is an
explanation of how this resource was applied in the practice of the storyteller and
with what effects. A practical effect can be linked to an outcome at the cycle 4 (such
as a measure of performance in the organization or for a person). Finally, a reflection
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The project is addressing the following SDGs: SDG 4 (ensure inclusive and quality
education for all and promote lifelong learning); SDG 8 (promote inclusive and
sustainable economic growth, employment and decent work for all); and SDG 12
(ensure sustainable consumption and production patterns).
The course “Eco-economics” was developed in cooperation with my colleagues
as an academic course of free choice for six ECTS credits under the bachelor study
program “Economics”. The goal of the course is to prepare a competent specialist who
understands the impact of external and internal environment on economic processes
in the national economy.
The insight into opportunities and prerequisites for the successful synergy of
economic processes and problems of maintenance of natural resources and distribution of financial resources are given to students within the framework of the
study course. Students have the opportunity to analyze specific situations faced
by EU member states’ companies, which aims to promote understanding of the
importance of environmental protection. Global environmental problems and their
prevention are emphasized as well as application of international quality standards
in eco-economics.
The project helped to improve curricula and to include modern and necessary
topic in the study program, as a result to have more competitive study programs. To
build new society according to all SDGs we have to educate our students and give
them the newest information and use the most modern methods for education. The
study course is developed and is currently being taught once within the academic
year. Since the semester is not over yet, it is impossible to generalize the results, but
it is evident that the course can help developing a systematic and integrated vision of
environmental problems among students and can potentially help them find solutions.
3.2 Methods: Case Study Analysis and Value Creation
Conceptual Framework
In order to reflect on change project approach as a key component of transformative
learning process in higher education towards sustainable development in interdisciplinary university teaching, we used a basic case study analysis method (Yin 1994)
applied to the three cases from universities of Baltic region described above.
The value created by change projects was identified based on the framework
provided by Wenger et al. (2011). The value creation methodology foresees five estimation cycles. First cycle estimates a productivity of certain community or network
activity (for instance a community meeting or a project). The second cycle highlights a resource: an idea, a piece of advice, a document, a procedure, a model, or a
relationship that came out of the activity described in cycle 1. The third cycle is an
explanation of how this resource was applied in the practice of the storyteller and
with what effects. A practical effect can be linked to an outcome at the cycle 4 (such
as a measure of performance in the organization or for a person). Finally, a reflection