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Added Value and Constraints of Transdisciplinary Case Studies in Environmental Science Curricula

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  • Margien C. Bootsma
  • Walter J.V. Vermeulen
  • Jerry van Dijk
  • Paul P. Schot

Abstract

Sustainable development issues are characterised by their multidisciplinary character, and the fact they are not merely an academic exercise but pertain to real‐world problems. Academic sustainable development curricula should therefore not only focus on developing the analytical and research skills and theoretical and professional knowledge of their students; they should also include real‐world learning opportunities in the curriculum. This paper evaluates the added value and constraints associated with a specific type of real‐world learning called transdisciplinary learning, based on the experiences with three courses from the undergraduate and graduate Environmental Sciences curriculum of Utrecht University, the Netherlands. In these courses, students carry out a small multidisciplinary research project or a consultancy project for a real‐life client. It is concluded that transdisciplinary courses have clear added value for students, involved stakeholders, and the university alike, making them an essential part of the sustainable development curricula. The main constraint is the balance between academic quality (grading) vs stakeholder satisfaction. Although time investments for adequate problem definition with clients may constitute a constraint for university supervisors, it has the potential added value of sparking research cooperation with societal stakeholders, and internships and employment opportunities for graduates. Copyright © 2013 John Wiley & Sons, Ltd and ERP Environment.

Suggested Citation

  • Margien C. Bootsma & Walter J.V. Vermeulen & Jerry van Dijk & Paul P. Schot, 2014. "Added Value and Constraints of Transdisciplinary Case Studies in Environmental Science Curricula," Corporate Social Responsibility and Environmental Management, John Wiley & Sons, vol. 21(3), pages 155-166, May.
    • Handle: RePEc:wly:corsem:v:21:y:2014:i:3:p:155-166
    DOI: 10.1002/csr.1314
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    1. Kate Kearins & Martin Fryer, 2011. "Relating sustainability theory to practice at Auckland airport: An engaged scholarship endeavour involving students," Corporate Social Responsibility and Environmental Management, John Wiley & Sons, vol. 18(3), pages 151-161, May.
    2. Laurens K. Hessels & Harro van Lente, 2008. "Re-thinking knowledge production: a literature review and a research agenda," Innovation Studies Utrecht (ISU) working paper series 08-03, Utrecht University, Department of Innovation Studies, revised Feb 2008.
    3. Holden, Meg & Elverum, Duane & Nesbit, Susan & Robinson, John & Yen, Donald & Moore, Janet, 2008. "Learning teaching in the sustainability classroom," Ecological Economics, Elsevier, vol. 64(3), pages 521-533, January.
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    1. Witjes, Sjors & Vermeulen, Walter J.V. & Cramer, Jacqueline M., 2017. "Assessing Corporate Sustainability integration for corporate self-reflection," Resources, Conservation & Recycling, Elsevier, vol. 127(C), pages 132-147.

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