The glocal curriculum: A model for transnational collaboration in higher education for sustainable development
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Journal of Cleaner Production, Jahrgang 171, 10.01.2018, S. 368 - 376.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - The glocal curriculum
T2 - A model for transnational collaboration in higher education for sustainable development
AU - Caniglia, Guido
AU - John, Beatrice
AU - Bellina, Leonie
AU - Lang, Daniel J.
AU - Wiek, Arnim
AU - Cohmer, Sean
AU - Laubichler, Manfred D.
PY - 2018/1/10
Y1 - 2018/1/10
N2 - Transnational collaborations between universities provide an underutilized opportunity to teach sustainability competencies emphasizing the global and local nature of (un)sustainability. This article asks: what kind of curricula and teaching-learning environments can we use in transnational collaborations so as to prepare future generations to address (un)sustainability across different scales and contexts? The article presents a glocal model for transnational collaboration for sustainability which combines the use of digital technologies for global collaboration with experiences and engagement for local learning and impact. The glocal model was designed and implemented in The Global Classroom, a collaborative project between Arizona State University and Leuphana University of Lüneburg. The model fills two important gaps in higher education for sustainable development. In the theory, it provides new concepts to think about the curriculum and teaching-learning environment of transnational collaborations for sustainability. In the practice, it presents an exemplary implementation that can inform the curriculum as well as the teaching-learning environment of such collaborations. The article concludes that transnational collaborations for sustainability ought to more systematically integrate curriculum reform with approaches to internationalization and digitalization of higher education.
AB - Transnational collaborations between universities provide an underutilized opportunity to teach sustainability competencies emphasizing the global and local nature of (un)sustainability. This article asks: what kind of curricula and teaching-learning environments can we use in transnational collaborations so as to prepare future generations to address (un)sustainability across different scales and contexts? The article presents a glocal model for transnational collaboration for sustainability which combines the use of digital technologies for global collaboration with experiences and engagement for local learning and impact. The glocal model was designed and implemented in The Global Classroom, a collaborative project between Arizona State University and Leuphana University of Lüneburg. The model fills two important gaps in higher education for sustainable development. In the theory, it provides new concepts to think about the curriculum and teaching-learning environment of transnational collaborations for sustainability. In the practice, it presents an exemplary implementation that can inform the curriculum as well as the teaching-learning environment of such collaborations. The article concludes that transnational collaborations for sustainability ought to more systematically integrate curriculum reform with approaches to internationalization and digitalization of higher education.
KW - Curriculum reform
KW - Digitalization
KW - Globalization
KW - Internationalization
KW - Problem and project based learning
KW - Transformative learning
UR - http://www.scopus.com/inward/record.url?scp=85034028647&partnerID=8YFLogxK
U2 - 10.1016/j.jclepro.2017.09.207
DO - 10.1016/j.jclepro.2017.09.207
M3 - Journal articles
AN - SCOPUS:85034028647
VL - 171
SP - 368
EP - 376
JO - Journal of Cleaner Production
JF - Journal of Cleaner Production
SN - 0959-6526
ER -