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Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation

Author

Listed:
  • Benjamin Nölting

    (Faculty of Landscape Management and Nature Conservation, Eberswalde University for Sustainable Development, Schicklerstr. 5, 16225 Eberswalde, Germany)

  • Heike Molitor

    (Faculty of Landscape Management and Nature Conservation, Eberswalde University for Sustainable Development, Schicklerstr. 5, 16225 Eberswalde, Germany)

  • Julian Reimann

    (Faculty of Landscape Management and Nature Conservation, Eberswalde University for Sustainable Development, Schicklerstr. 5, 16225 Eberswalde, Germany
    Current address: netzwerk n e.V., Berlin, Germany.)

  • Jan-Hendrik Skroblin

    (Faculty of Landscape Management and Nature Conservation, Eberswalde University for Sustainable Development, Schicklerstr. 5, 16225 Eberswalde, Germany
    Current address: Coordinator for development policy of the district office of Spandau, Berlin, Germany.
    The views expressed in this paper are this author’s personal views.)

  • Nadine Dembski

    (Faculty of Landscape Management and Nature Conservation, Eberswalde University for Sustainable Development, Schicklerstr. 5, 16225 Eberswalde, Germany)

Abstract

Higher education institutions (HEIs) are increasingly confronted with societal needs beyond research and teaching. These include sustainable development and technology transfer as well as the practical application of knowledge and ideas. Several HEIs already put sustainable development and transfer into practice. These practitioner–university partnerships comprise a broad range of actors, disciplines, topics, and formats. However, transfer activities that contribute to sustainable development in society still make up only a very small part of HEIs’ activities. In response to calls from society as a whole, HEIs could combine transfer and sustainable development more systematically. In this article, we suggest a concept of transfer for sustainable development. The focus is on sustainability transfer in teaching. We used mixed methods for this conceptual work: exploratory workshops, expert interviews, and a case study of transfer in teaching. One of the results presented in this article is a working definition of sustainability transfer at HEIs. In addition, six characteristics for describing sustainability transfer in its various forms are formulated. This conceptualization makes it possible to analyze the diversity of HEIs’ sustainability transfer activities, it helps to identify and encourage potential transfer actors at HEIs as well as practitioners, and, thus, tap the full potential of sustainability transfer.

Suggested Citation

  • Benjamin Nölting & Heike Molitor & Julian Reimann & Jan-Hendrik Skroblin & Nadine Dembski, 2020. "Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation," Sustainability, MDPI, vol. 12(7), pages 1-21, April.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:7:p:2925-:d:342234
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    References listed on IDEAS

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    1. Jason Papenfuss & Eileen Merritt, 2019. "Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context," Sustainability, MDPI, vol. 11(14), pages 1-19, July.
    2. Gregory Trencher & Masaru Yarime & Kes B. McCormick & Christopher N. H. Doll & Steven B. Kraines, 2014. "Beyond the third mission: Exploring the emerging university function of co-creation for sustainability," Science and Public Policy, Oxford University Press, vol. 41(2), pages 151-179.
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    Cited by:

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    7. Uwe Demele & Benjamin Nölting & Wibke Crewett & Georgi Georgiev, 2021. "Sustainability Transfer as a Concept for Universities in Regional Transformation—A Case Study," Sustainability, MDPI, vol. 13(9), pages 1-25, April.

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